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U-WYXV^^i^JC 






COURSE OF STUDY 



ELEMENTARY GRADES 



PUBLIC SCHOOLS OF TENNESSEE 



1921 




J. B. BROWN, 
State Superintendent of Public Instruction, 






10 



TABLE OF CONTENTS 



Page 

o 

Acknowledgement '* 

271 
Addresses . • " 

Adopted Books . . - > 

Agriculture " 

Arithmetic 

Available Material • ^^^ 

Boys' and Girls' Clubs • ^-^ 

Civics • • -^^^ 

Committee ^ 

Daily Schedule 

1 7^ 
Drawing i ' "^ 

Elementary Science . ^ ^•• 

Geography • • • ^-"^ 

History • "'-' 

Home-Making • 

Hygiene • I0.5 

Language and Grammar 103 

Music : ' 1^^ 

Parent-Teacher Association • • 12 

Plays and Games • • • ^53 

Picture Study 259 

Heading , • • • ■ 1^ 

School Library • H 

Spelling ^S 

Suggestions on Management 9 

Writing : • I'J'* 



ACKNOWLEDGEIVIENT 



In preparing this bulletin many courses of study and 
authorities on education have been consulted and an effort 
has been made to adapt the best that could be found to the 
needs of the schools. 

Principals and teachers from various counties have been 
consulted. Valuable aid has been given by members of the 
faculty of George Peabody College for Teachers, the University 
of Tennessee, the State Normal Schools and by the supervisors 
of Davidson, Hamilton and Shelby counties. 

The aim has been to outline a course of study flexible 
enough to meet the needs of the schools of the State. Much 
suggestive material is included and it is our hope that the 
teachers of the State v^all adapt it to the needs of their schools. 

This course of study is only tentative. After it has been 
tried out in the schools for a year it will be revised and im- 
proved. We invite helpful criticisms and suggestions after 
you have made use of the work outlined herein. 

To all who have aided us, we extend our thanks. This 
work could not have been done without the co-operation of 
those interested in improving rural school conditions in 
Tennessee. 

The course of study is intended to aid, but not to hamper 
the teacher. It is not to be supposed that every school will 
do all of the prescribed work. With conditions varying from 
the one-teacher school with very little equipment to twelve 
and fourteen-room buildings with special teachers and modern 
equipment and with a school term of from five to nine months, 
the amount and character of the work will necessarily differ. 
The teacher in the smallest school, however, should have the 



same ideals as the tokacher who works in the largest and best 
equipped school. 

In every part of the plan the teacher shall use her own 
discretion in determining how much she shall undertake and 
her inflfiyiduarity and training will determine largely the 
methods of presentation. 

Every teacher should familiarize herself not only with her 
particular part of the work, but with the course of study as 
a whole. 

J. B. Brown, Superintendent. 



COMMITTEE 



The following committee gave aid in preparing the Course 
of Study: 

Dr. Thos. Alexander, Professor of Elementary Education, 
George Peahody College for Teachers. 

C. F. A. Alden, Teacher of Vocational Agriculture^ 
Goodlettsille High School. 

Dr. K. C. Davis, Professor of Agricultural Education, 

George Peahody College for Teachers. 

Dr. F, B. Dressier, Professor of Health Education, 
George Peahody College for Teachers. 

George S. Dutch, Assistant Professor of Fine Arts, 
George Peahody College for Teachers. 

Dr. Norman Frost, Professor of Kuilal Education, 
George Peahody College for Teachers. 

Miss M\. Adele France, Primary Supervisor, 
Shelby County Schools. 

Miss Lucy Gage, Assistant Professor of Elementary Education, 
George Peahody College for Teachers. 

D, R. Gebhart, Professor of Music, 
George Peahody College for Teachers. 

Miss Julia Green, Primary Supervisor, 
Davidson County Schools. 



Mrs. J. B. Lanclerbacli, Home Economies Supervisor, 
Hamilton County Schools. 

Miss Ada Lea, Principal, Red; Bank School, 
Hamilton County. 

Dr. Charles A. McMurry, Professor of Elementarj^ Education, 
George Peal)ody College for Teachers. 

Dr. Shelton J. Phelps, Professor of School Administration, 
George Peahody College for Teachers. 

Miss Sue M. Powers, Principal, White Haven High School, 

Shelby, County. 

Mr. C. E. Rogers, Professor of Mathematics, 
East Tennessee Normal School. 

Miss E. Mi'ay Saunders, Professor of Music, 
Middle Tennessee Normal School. 

Jesse M. Shaver, Assistant Professor of Biology, 
George Peahody College for Teachers. 

Dr. Jno. A. Thackston, Professor of Education, 
University of Tennessee. 

James S. Tippett, Elementary Education, 
George Peadody College for Teachers. 

Mrs. Cassie B. Webb, Supervisor, 
Hamilton County. 

Hanor A. Webb, Associate Professor of Chemistry. 
George Peahody College for Teachers. 



ELEMENTARY SCHOOLS OF TENNESSEE 



The Daily Schedule 



A daily schedule of recitation should be carefully worked 
out and placed in some convenient place where it can be seen 
and read by all the puj)ils. This schedule should be followed 
closely. There should also be a regular study schedule to be 
followed by the pupils in preparing their lessons. Work should 
be carefully assigned for these study periods. 

In such subjects as spelling and language combination of 
classes can be worked to advantage. 

The following is a suggestive schedule for a one-teacher 
school of eight grades. 

It is difficult to work out a schedule that will meet the 
needs of all. This must be left to the initiative and good 
judgment of each teacher. 

All daily schedules after they have been worked over and 
perfected should be submitted to the County Superintendent 
for his approval. 



COURSE OF STUDY 



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ELEMENTARY SCHOOLS OF TENNESSEE 9 

Suggestions on Management 

From 

HANDBOOK OF PRACTICE FOR TEACHERS 

Dr. Charles A. McMurry, 

George Pecihody College for Teachers. 

I. Management. 

1. Few and quiet signals are indicative of strength in disci- 
pline. Be uot noisy and demonstrative in securing order. 

2. Be deliberate and self-controlled in all matters of disci- 
pline. Keep down excitement and anger. 

3. Make but few requirements and only after full delibera- 
tion. Every order issued by the teacher amounts to a 
rule upon which his reputation is staked. 

4. In the main use suggestion rather than command. 

5. Cultivate firmness and decision with gentleness. 

G. Good discipline is consistent and steady, not variable and 
inconstant. 

7. Deal promptly with individuals for any plain disorder so 
that the infection of disorder may uot spread. 

8. Do not forget and neglect your own requirements. 

9. Be fair-minded and just. Secure the respect of children 
by honest dealing. Justice is the fundamental school 
virtue. 

10. The best discipline is that which is so quiet and natural 
that it becomes invisible. The teacher's authority is 
swallowed up and disappears in the proper school activi- 
ties. 

11. Keeping children steadilj^ and profitably occupied with 
school work is the chief means of maintaining good order. 
Push the work vigorously, and many disorders will dis- 
appear. 

12. Scolding the school is a bad habit to fall into. Avoid 
censuring 'a child in the class and before the school. In 



10 COU\RSE OF STUDY 

general reprove privately and make tlie reproof effective. 

13. Do not worry over little noises and disturbances, if the 
children are working heartil}^ 

14. Use your eyes, see what is going on in the room, but over- 
look many trivial things. 

15. Do not punish the whole class for the fault of one or two. 

16. Corporal punishment is only for extreme cases, a last 
resort. 

17. In dealing with parents use patience and courtesy; show 
them fully and fairly both sides of the question in dis- 
pute. Be fair and reasonable. 

II. Class Control Combined with Room Control. 

1. Before beginning the recitation, j^rovide the study class 
with plentj^ of work to do and make the conditions order- 
ly and favorable to its execution. 

2. Let the study class work according to a program posted 
on the blackboard, and showing the plan i'or each day in 
the week. The study class should not be noisy and in- 
trasive but quiet and self-directive. 

3. Keep the class together and closely attentive to the teach- 
er's presentation of a topic, to blackboard demonstrations, 
and to discussions and reproductions by the pupils. 
Unity of class spirit in a combined effort is the ideal class 
status. 

4. In concert work by the whole class, in oral drills and 
tests, make the class effort quick and energetic. Alter- 
nate individual and concert drills. 

5. Shift the work back and forth between the slow pupils 
and the quick ones. Do not wait too long for the slower 
pupils and give the brighter pupils a good share of atten- 
tion. Poorer pupils may need a second and a third chance. 

6. With a class at the blackboard, watch all the pupils and 
keep them busy, correcting errors with speed, preventing 
copying, and holding to a standard of neatness and good 
form. 



ELEMENTARY SCHOOLS OF TENNESSEE 11 

7. Have extra work in readiness for brighter pupils while 
the slower ones are receiving special help. Extra refer- 
ence work, special problems, etc., should be provided 
beforehand. 

8. Children should be held to a firm standing position while 
reciting. In questions and class discussions avoid hand 
shaking and other excessive demonstrations. Self-conirol 
and moderation in pupils' bel lavior are the standard. 

III. Orderliness in School Housekeeping. 

1. Care and thoughtfulness should be given to the heating 
and ventilating of the room. Proper use of windows, 
doors, and transoms, without exposing children to drafts. 

2. During physical exercises and at recess especial addi- 
tional fresh-air ventilation may be provided for. 

3. A carefully devised program for the day and week should 
be placed where it can be easily seen by all and should 
be followed. 

4. The desks and tables throughout the room should be kept 
in neat and orderly condition. Waste papers and rubbish 
should be collected by passing the waste basket. 

5. The movements of children by classes and as individuals 
about the schoolroom should be quick, orderly, and time- 
saving. It is a pleasure to see the speed and quiet with 
which these movements are made in a Avell-ordered school. 

The School Library 

A library is very necessary in every school. This collec- 
tion of books should include a good dictionary, books of travel, 
of biography, of poetry, of science, of natural history, stories 
of the great artists and musicians and some good fiction. 

In addition, there should be sets of supplemental readers 
for each grade. 

The State will match dollar for dollar of funds raised for 
library purposes up to Forty dollars (.f40.00). Write the 



12 COURSE OF STUDY 

State Director of Library Extension, State Capitol, Nashville, 
for book lists and directions for ordering. 

Daily, weekly or monthly papers and magazines should be 
supplied for use in the library. If funds are not available to 
subscribe for these, the pupils often will bring them from home. 

See list of available material in back of this manual. 



Parent-Teacher Associations 

One of the most directly helpful things to a school is a 
good live Parent-Teacher Association. Fathers and Mothers 
should be included in this organization along with all others 
interested in the welfare of the school. The voluntary action 
of parents and teachers for the purpose of bringing school 
and home into closer relation will be helpful to both and the 
results of such harmonious co-operation will result in good 
for the children of the schools and homes thus brought to- 
gether. 

The work already done by these Associations in some 
counties of the State is very fine. They have bought pianos, 
victrolas, play ground apparatus, maps and globes, libraries 
and pictures. They have supplied needy pupils with books, 
clothes and food. They have shown a splendid spirit of co- 
operation and have accomplished much. 

It is hoped that every school in the State will have a 
Parent-Teacher Association. Every teacher who desires help 
in the organization of a Parent-Teacher Association should 
write to Mrs. Eugene Crutcher, State President, Parent- 
Teacher Associations, 817 Lischey Avenue, Nashville, Tenn. 



Boys' and Girls' Clubs 



Boys' and girls' clubs for agricultural and home economics 
work have proved very successful in many counties in the 
State. Parents and teachers should encourage these clubs 



ELEMENTARY SCHOOLS OF TENNESSEE 13 

that have for their aim the intelligent working out of the 
many problems of the farm. 

We must develop our boys into intelligent farmers and our 
girls into first-class home makers. The work of these clubs 
will give the boys and girls practical training in various phases 
of farm life. Club work teaches team-work. Boys and girls 
who learn to co-operate in club work will make farmers who 
will work together for community development in after years. 

In the communities where boys' and girls' club work has 
been carried on the results are seen in improved methods of 
farming and better livestock. Principals are urged to get the 
pupils interested in these practical things that will sooner or 
later put their mental training to the test. 

Clubs that have proved successful in different sections of 
the State are Corn, Pig, Calf, Potato, Tobacco, Legume, Can- 
ning, Tomato, Poultry and Lamb. 

For definite information about the work and organization 
of any of these clubs, write your County Home and Agricul- 
tural Agent, or the Division of Extension, University of 
Tennessee, Knoxville, Tennessee. 



14 COURSE OF STUDY ; 

READING 

Grades 1-3. 
General Statement. 

The aims in teaching reading are to acquaint the child 
with books, to give him a love for reading and to create in 
him a desire to read. The immediate way of realizing these 
aims is to give the pupil such traftiing in the mechjanics of 
reading as will enable him to get the thought from the print- 
ed page and such practice in oral reading as will enable him 
to give the thought to others. 

In the primary grades we must deal largely with the 
mechanical side of reading. We must learn forms of words 
and how to discover them. We must get the thought from 
groups of words and express that thought to others. 

Primary reading should begin with reading sentences as 
a whole. The pupil should be required from the beginning 
to get the entire sentence in mind and give it back as a 
complete thought. For this reason the first work, whether 
from blackboard or chart should be sentence work. These 
sentences should be so related as to form a unit of thought — 
not scattered sentences made merely to use words. 

This introductory sentence work may be followed soon by 
the word method, but the word drill should always be kept 
separate from the reading lesson and the reading of the com- 
plete sentence should be insisted upon. The child should early 
learn to master new words for himself. This necessitates sys- 
tematic phonetic work. 

Primary reading should be in the simple natural tone of 
little children. The written or printed forms that the child 
first learns should be those of words with which he is familiar. 
If he alread}^ has a "Mother Goose" vocabulary or is familiar 
with fairy tales and nursey rhjanes'it is reasonable to use 
words from these in his first reading lessons. If he has not 
these words he should begin with what he knows best — his 



ELEMENTARY SCH.OOLS OF TENNESSEE 15 

home life, lais pets, liis playmates, his games, all furnish an 
abundanee of words with which the child is familiar and 
which may be used in making sentences and stories for the 
reading lesson. If vre want our children to read we must 
provide reading matter within their comprehension. 

During the first year the sentence should ne the unit of 
consideration. During the third year, the paragraph. The 
second year is the period of transition from sentence to para- 
graph. By this time the pupil should be fairly independent 
in discovering words and interpreting easy sentences. 

Supplementary reading should be wisely chosen. The 
greatest service the teacher can render the child is to create 
a love for reading. In supplementary reading both silent and 
oral procedure should be followed. In oral reading stress 
should be laid upon one pupil's reading selections to the 
listening group and upon dialogue leading. Oral reading has 
perhaps been stressed too much. The child has learned to 
read glibly, but some times he is merely calling words — he is 
not getting the sense of what he reads and this same child 
may fail utterly in the fourth or fiflh grade because he has 
not been taught to read for the thought. More time should 
be given to silent reading. This form of reading may well 
be begun in the first grade and continued through the grades. 

Dramatizaton will be of much help in arousing the in- 
terest of the ])upils. They always enjoy "playing" the stories 
they read and love. This will helf) them to understand the 
true meaning of the selection and it is an aid in securing cor- 
rect and intelligent expression. 

The teacher should do much reading to the pupils, reading 
man3^ selections too difficult for the children themselves to 
read, but not beyond their comprehension. Ruskin's "King 
of the Golden River" will be enjoyed and appreciated by third 
grade pupils, but is too difficult for the average third grade 
class to lead. 

In the reading class as in all other classes be careful to 
see that tlie seating of the pupils is good. A good arrange- 



16 COURSE OF STUDY 

ment is to seat the pupils in a circle, or so that all members 
of the class can see all of the others. It will be well, often, 
to have the members of the class close their books and listen 
to a pupil read a story that he has chosen to read to the class. 
This pupil should be caused to understand that if he holds 
the attention of the class he must read his story so as to 
make it interesting. 

No particular method can be said to be the most satisfac- 
tory for teaching reading, since no one method has yet been 
found that is entirely satisfactory. The best results in read- 
ing have been secured through a combination of the word, sen- 
tence and phonic methods, but each teacher must necessarily 
adapt these methods to her own particular problem. No 
method can take the place of skill and earnestness on the part 
of the teacher. 

First Grade. 

The work in story-telling, memorizing, dramatizing land 
conversations about familiar and interesting things in the 
child's experience furnish good material for first grade read- 
ing. The child should be taught to read for the tliouglit, for 
intelligent reading, oral and silent, depends upon getting the 
thought. Thought is expressed in groups of words. A com- 
bination of sentence, word and phonetic methods, with daily 
use of the board, seems to be the natural method of proce- 
dure. Charts prepared by the teacher are helpful. Several 
short periods per day for reading are much better than to 
work too long at any one period. Keep all word drills and 
phonic exercises in a separate period from the reading periods, 
but make application of such work as the need arises in the 
reading class. 

Do not put the book into the hands of the child for a few 
weeks. The first step may be blackboard work based upon 
conversation lessons. Lead the child to talk about his pets, 
games, and toys. Make the conversations simple, brief and 
interesting, using pictures, drawings and objects as aids. 



ELEMENTARY SCHOOLS OF TENNESSEE 17 

AVrite the most suggestive tlioiiglits on the blackboard in sim- 
ple child-like terms, using large, plain script. 

Develop the idea that every sentence tells something. Read 
the sentence as a whole, not word by word. 

Silent reading ma}^ be provided by having the children 
show that they have the thought by dramatization of the 
thought — by doing the things the story tells. 

Observe the following order for the year's work — sentence, 
Avorcl, phonics, letter. 

In most primers the same characters will appear in all the 
first lessons. The teacher may begin a story about them the 
first day and keep it going as the lessons progress. In giving 
the first lesson, tell a story to the children and then talk it 
over with them. Write on the board a short sentence, pre- 
ferably one that some child has given. Several sentences may 
be given in one lesson. Have each child read the sentences. 
Each new lesson may be a repetition of the last with new ma- 
terial added. 

A set of perception cards, print on one side and good, 
clear script on the other, may be used to good advantage along 
with the blackboard work. This will give both forms at the 
same time. After a few weeks of board work the children 
should be able to read with ease the first pages of the book. 

If the work in the primer grows difficult, it is a good idea 
to put the book aside for a time and read the first part of 
another primer, or some story from the child's own library, 
as *'The Little Red Hen", 'Teter Rabbit Stories", etc. Sup- 
plementary textbooks and story books should be provided in 
the school library for this purpose. When the reading ma- 
terial is suitable, assign parts as in dialogue. 

As soon as enough words are learned begin grouping them 
by sound into phonetic families. Teach the initial conso- 
nants as need arises and drill on them from day to day. The 
name of a letter may be taught along with its sound, but 
spelling should not begin before the middle of the year. Form 
the habit of sounding rather tlian spelling a new word. 

Phonic cards may be used for rapid drill. These are 



18 COURSE OF STUDY 

printed in large tyi)e on heavy cardboard. Teach the blended 
consonants and use them in word building'. The following 
phonograms should be learned in the first grade: f, d, m, r, 
h, w, n, p, t, b, V, y, 1, g, z and s, k, j, sh, wh and ch. 

Tewthooks.— Child's World Primer. Child's World First 
Reader. 

Supple:mentary Reading. 

Elson-Runkel Primer. 

Halliburton's Primer. 

Hialliburton's First Reader. 

Free & Treadwell's Primer. 

Free & Treadwell's First Reader. 

Elson's Reader, Book I. 

Story Hour Reader, Primer. 

Story Hour, First Reader. 

Carpenter's Stories Pictures Tell, Book I. 

Riverside Series Primer. 



Second Grade. 

The work in reading in the second grade should be devel- 
oped as carefully as in the first. When unfamiliar words 
appear in the lesson, let them be written on the board, pro- 
nounced and talked about. When certain words or phrases 
seem hard for the children to remember, they may be put on 
cards and used for drill. 

The year's work may begin with a number of blackboard 
lessons to review, slightly, and lead up to the new material. 

Notice the stinicture of the lesson— the title, paragrai>hs, 
capitalization and simple punctuation. Teach the meaning 
of each. 

Make application of the work in phonics in attacking new 
words which the children cannot get from the setting. Let 
the children read the sentence silently and then tell the class 
w^hat they have read. In reading a new story the children 



ELEMENTARY SCHOOLS OF TENNESSEE 19 

may guess what is going to liappeu next and then read the 
next sentence or two to see if they have guessed correctly. 

Occasionally entirely new matter may be used for sight 
reading. The child may make his own selections, frequently, 
from supplementary readers that should be kept in the room 
for the use of the children when they want them. 

Three rules for phonics in the second grade — learn the 
vowels and consonants; where two vowels occur in the word 
the first is long, the second does not speak, as note and not; 
where one vowel occurs, it is short. Group sight words. The 
pupil should be able to sound and pronounce at sight most of 
the short words of his vocabulary. 

Tea-tbool:—CMWs World Second Reader. 

Supplementary Reading. 

Halliburton's Second Reader. 
Free & Treadwell's Second Reader. 
Elson's Reader, Book II. 
Story Hour Reader, Book II. 
Carpenter's Stories Pictures Tell, Book II. 
Riverside Series, Book II. 

ThiPvD Grade. 

When the pupil enters the third grade he should be able to 
do some independent reading and his reading should have 
become a pleasure. 

In addition to the adopted text, longer selections may be 
read. These should not be too difficult and should be inter- 
esting to the children. Some of this reading may be done at 
home, the stories being discussed briefly in class. Robinson 
Crusoe, Fairy Stories, Kipling's Just So Stories, and similar 
material are suitable for this grade. 

Regular reading work and supplementary reading should 
go hand-in-hand through the year. In oral reading stress 
should be laid ujion the reading to the listening group of se- 
lections by i!id!vidiial pui)i1s. Dramatization will play an 



20 COURSE OF STUDY 

important part in the work of this grade. Proof of the child's 
understanding of what he reads is his ability to give to others 
what he has gotten from the text. 

The teacher should see that the reading is closely related 
to the history, literature, geography and nature study. 

In the study of the daily lessons in the textbook the teacher 
should help the pupil over difficulties. New words should be 
written on the board and discussed. Questions should be asked 
to bring out the important parts and difficult pronunciations 
drilled on. Do not assign a lesson for home study that has 
not been developed in this way. 

The teacher should read to the class occasionally, but 
this should not take the place of the regular reading lesson. 

The work in phonics should be reviewed. Teach the sounds 
that have not already been taught and continue the drill on 
words and word building. 

Textdook.—Ghild's World Third Reader. 

Supplementary Reading. 

Fryer's, Our Home and Personal Duties. 

Riverside Series, Book IV. 

Carpenter's Stories Pictures Tell, Book IV. 

Halliburton's Fourth Reader. 

Free & Treadwell's Fourth Reader. 

Elson's Relader, Book IV. 

Carpenter's Around the World With Children. 

Reference Books. 

Briggs and Cofifman, How to Teach Reading, 

Row, Peterson & Co. 
Klapper, Teaching Children to Read, 

Appleton. 
Sawyer, Five Messages to Teachers of Primary Reading, 

Rand, McNally Company. 
Jenkins, Reading in the Primary Grades, 

Houghton, Mifflin & Co. 



ELEMENTARY SCHOOLS OF TENNESSEE 21 

INTERMEDIATE and GRAMMAR GRADES 

General Statement 

Ej' the time jjupils reach the tourth grade they will 
have mastered the mechanics of reading in a general way. 
That is, they will be able to recognize most of the common 
words, they will be able to help themselves by means of their 
knowledge of phonics in pronouncing new words, they will 
be able to give the meaning of simple sentences and easy 
paragraphs, they will be able to read aloud with expression, 
and they will have familiarity witli fables, legends, poems, 
s,tories, and other selections suitable to their age and grade. 

So far as reading is concerned, then, the teacher in grades 
four to eight will find these things to do: 

1. Pupils should gain added ability to help themselves 
in the pronunciation and meaning of new words. The glos- 
saries found at the back of all the adopted reading text- 
books and also a dictionary which every pupil above the 
third grade should own will be of service in this. 

2. Pupils must become more efficient in getting the 
meaning of that which they read. The teacher's questions, 
the use they are required to make of their reading, and a 
large amount of reading material will accomplish this. Pu- 
pils must be made to realize that much of their reading 
will be done to gain information. They must be taught 
how to read silently. 

3., Reading must be of service to the other school 
subjects. Pupils should be taught to read the arithmetic 
problems sio that the meaning of the problems is clear. They 
must be helped to read the history, the civics, the physi- 
ology, and the geography lesson intelligently and with the 
least loss of time. 

4. Pupils must be encouraged to read widely. The 
teacher must supply them with books and other reading 
material. 



22 COURSE OF STUDY 

5. I'lijiils must be encouraged to like good books. Their 
literary taste must be improved and cultivated. They should 
have their- imagination cons.antly stined by being taug^ht 
to see the beauties in that which they have lead and by 
being encouraged to talk about those beauties. Power and 
beauty of language wherever found should be recognized. 

6. Last of all the reading task of the intermediate and 
grammar grade teacher is that of impro^dng the oral read 
'ng of the child. Pupils will improve in oral reading if they 
are encouraged in their silent reading. However, there is 
a place for oral reading when the teacher or the pupils want 
to bring out some special point, when a beautiful passage 
is being discussed, or when the individual pupil has a se- 
lection to read to the other members of the class. 



Suggestions as to How, the Teacher op Intermediate and 

Grammar Grade Reading Can Make Her Task 

Easy and Her Efb'orts Effective. 

1. The Dictionary Habit. Tt is very necessary that pu- 
pils be made to feel the importance of words. Words, mate 
ihe sentences. If the meaning of the word is not clear, the 
meaning of the sentence will not be clear. To give the mean 
ing and the pronunciation of the new words in the adopted 
reading text books the glossaries at the back of the books 
will serve. Expect the pupils to use the glossary in prepar- 
ing the lesson. 

Show the fourth grade pupil hoAV to use the glossai'y 
to get the meaning and the pronunciation of words. Dur- 
ing the first month of school have two or three lessons in 
finding words in the glossary or the dictionary. Explain 
to the pupils the diacritical marks which are used as aids 
in pronunciation. Make up lists of words to be pronounced. 
Drill pupils in finding correct pronunciations. Help pupils 



ELEMENTARY SCHOOLS OF TENNESSEE 23 

select the meaning wliicli is most suitable, that is the one 
which makes best sense. Require daily use oi the dictionary 
in all grades. 

2. Develop Efficiency in Getting the Meaning. At the 
back of the adopted textbooks for grades four, live and six, 
and immediately following the selections in the adopted text- 
books for grades seven and eight, teachers will tind IStudy 
Helps and Suggested Questions which are designed to help 
pupils get the meaning of the selection. Similar study 
helps and questions can be made for selections in any of the 
supplementary reading material. Teachers should study any 
selection before it is assigned to the class. Teachers should 
outline (m^ke a list of the main points of) a. few selec- 
tions for the pupils. They should be constantly on the look- 
out for opportunities to make pupils think. They can do 
this by asking questions, the answers for which require 
thought. They should frequently ask, ''What is the main 
point, in this paragraph ?" 

It is helpful to require reading for a definite purpose. 
Pupils may be asked to get additional infoTmatiou about a 
subject, as for instance one of the large topics suggested in 
the history or geography course. Tliey may be asked to 
read a certain story and tell it to the class. Tliey must be 
constantly encouraged to get at the meaning. 

Silent Reading. It will be observed that practically all 
of the above suggestions call for silent reading. The pupil 
is reading to himself to get information which he can use 
for himself or to contribute to others for their use and in- 
struction. Silent reading should be no 'bugbear' for teach- 
ers. It simply means a recognition on the part of the 
teacher that ])eople usually read silently and tliat she can 
help train pupils to read silently effectively if sihe helps 
them get the meaning, and has developed a need for that 
meaning. 



24 COURSE OF STUDY 

Extensive Reading. It will be observed also that a great 
amount of reading is planned for. Pupils ought to read 
books, magazines, and newspapers. Some of this reading 
can be under the teacher's supervision ; much of it will be 
done at home; much of it will be for mere pleasure. But 
by such extensive reading pupils -get practice in getting 
meanings. 

3. Reading as an Aid to Other ScJiool subjects. .When 
jmpils are studying the history or the geography lesson they 
are reading. The regular reading lesson may be omitted 
to give place to reading supplementary material which 
bears upon the other school subjects. 

If for instance the class is studying Europe' in geogra- 
phy, the reading lesson for the day may be taken from Car- 
penter's Europe or from any supplementary material deal 
iug with Europe. Or if "Wheat" is the subject of study in 
Agriculture, the reading lesson may be taken from Circu- 
lar No. 68, 1910 of the U. S. Department of Agriculture. 
To read about Daniel Boone, or Cotton, or Mosquitoes is 
as much a reading lesson as to read any of the selections 
in the adopted reading textbook. Beading and training in 
reading becomes helpful in developing any of the school 
subjects. There is time to complete all the required read- 
ing textbooks and also to give much attention to reading 
material which will make the work of the other school 
subjects more interesting. Then, too, a few of the lessons in the 
other school subjects can well be devoted to training in 
reading the material of those subjects. 

4. School Litrary. Every school must have books. 
The state has traveling libraries which teachers can get. 
Children may bring books and papers from home. The 
school should buy books and magazines. The U. S. Depart 
meut of Agriculture as well as other departments at Wash- 
ington has bulletins for free distribution. Teachers and pu- 
pils mav collect advertising material which can be used for 



ELEMENTARY SCHOOLS OF TENNESSEE 25 

reading. Get books somebow. Lists of suitable books are 
suggested at the end of tliis reading outline. 

5. CulUvation of Good Taste in Reading. Pupils must 
be taught to know the power and beauty to be found in all 
good literature. Whether that power and beauty is found in 
one of the recognized literary masterpieces or in a newspa- 
per clipping, the pupils must be awake to it. Pupils should 
be encouraged to keep scrai)books of beautiful poems, par- 
agraphs, stories, or other selections which they like. The 
selections may be in the form of clippings or they may be 
written out. Each pupil ought to keep a Book List, showing 
the book read, the author, the number of pages, the date of 
the reading of tlie book, a brief statement of the subject of 
the book, and a statement as to whether the book was en- 
joyed and why. 

The adopted textbooks, give excellent material for the 
cultivation of good taste. Pupils ought to know the mean- 
ing of what they read, they ought to discuss good questions 
about it, but they ought not spend too much time on it. 
Many a beautiful masterpiece has become hateful to pupils 
because they have been required to analyze it and to spend 
days reading it. A good general rule for reading a literary 
masterpiece is; Read the selection, be sure the meaning is 
clear, discuss the main points, get the pupils to explain 
whether they like it or not, bring out any particular beau- 
ties of language, imagery, or thought, and then pass on. 
Come back to a future reading if the pupils desire or if 
there is need for it. 

6. OraZ Reading. Oral reading has occupied most of 
the time of reading classes. It should be very largely done 
away with, and especially so in the sixth, seventh, and 
eighth grades. It should be used when the pupil wants to 
bring some beautiful passage to the attention of the class 
or when he wants to prove a point in his discussion. There 
is also a good use for oral reading when the pupil is pre- 



26 ■ COURSE OF STUDY 

senting to the class material wMch is contained oiily in the 
book from which he is reading. It is wasting valuable 
time to have one pupil read aloud while the others are sup- 
posed to follow him in their own books except when the 
meaning of some particular paragraph or sentence is in 
question. 

Pupils of intermediate and grammar grades should get 
training in oral reading by bringing to class selections to be 
read to tbe clasfe to give them information or pleasure, by 
bringing to school selections to be read during opening exer- 
cises or at public entertainments, and by reading special para- 
graphs for a special purpose. 

The teacher herself should sometimes prepare selections 
which she ■\^''ill read to the school. 

7. Increasing Speed. The reading rate must be increas- 
ed for most pupils. This can be done by allowing a definite 
time to do a certain piece of reading at the same time requir- 
ing that certain questions be answered. Reading rate can 
be increased by helping pupils take in iircreasiingly long 
groups of words at a single glance. 

The Reading Course 

The sjelections in the adopted textbooks may be read in 
any order desired. It will be better if several selections 
bearing upon one general topic can be read in succession. In 
the Elson Readers suggestions are made as to the order of 
reading the selections. Similar arrangements of the selec- 
tions may be followed for any of tlie grades. 

Grades five and six may be grouped together for the read- 
ing lesson. Grades seven and eight may be similarly group- 
ed. Someiimes all the intermediate and grammar grade 
pupils may be groirped together for the reading lesson. This 
is especially true if the teacher is to read or if some pupil is 
to read an interesting story. 

Remember that the reading less^on may be based uporr sup 



ELEMENTARY SCHOOLS OF TENNESSEE 27 

plementary material which is being used in history or geo 
graphv or some other school subject. 

(trade Four. 
Textbook: Child's World Fourth Reader. 

Supplementary Eeadiiig— Fryer's Our Home and Person 

al Duties. 
Kiverside Series, Book IV. 
Carpenter's Stories Pictures Tell, Book IV. 
Halliburton's Fourth Reader. 
Free and Treadwell's Fourth Reader. 
Elson's Primary School Reader, Book IV. 
Carpenter's Around the World With the Children. 
McMurry — Pioneers of the Mississippi Valley. 
Chamberlain— How the World Is Fed. 

How the World Is Clothed. 

How the World Is Sheltered. 
^icAIurry — Corn and Cotton. 
Kipling — Just So Stories. 
Hazard — Three Years With the Poets. 
Carroll— Alice in Wonderland. 

McMurry — Excursions and Lessons in Home Geogra])li.v. 
Patch — A Little Gateway to Science. 
Frentz— Uncle Zeb and His Friends. 
Shillig — Four Wonders. 

(iRADE Five. 

Textbook : Riverside Readers Book V, 

Supplementary Reading: Child's World, Book V. 

Cowles' The Robinson Crusoe Reader. 

Terry's History Stories of Other Lands. 

Halliburton's Fifth Reader. 

Elson's Reader, Book V. 

Miles' Our Southern Birds. 

F7ee and Treadwell's Fifth Reader. 

Carpenter's Stories Pictures Tell, Book V. 



28 COURSE OF STUDY 

Fryer's Our Town and Civic Duties. 

Kinne-Cooley, Clothing and Health. 

Van Gilder's Course of Study and Suggestions for Picture 

Study. 
Hawthorne — Wonder Book. 
Baldwin — Fifty Famous Stories Eetold. 
Spyri — Heidi. 

Church — Iliad, for Boys and Girls. 
Burgess — Bird Book for Children. 
Wiggin — A Bird's Christmas Carol. 
McMurry — Pioneers on Land and Sea. 

Pioneers of the Eocky Mountains and the 

West. 

First Steamboat on the Mississippi, 
Southworth — Builders of Our Country — 2 vols. 
Alleii — United States. 
Pyle— Otto of the Silver Hand. 
Garland — Boy Life on the Farm. 
Miller — True Bird Stories. 
Thompson- Seton — Krag and Johnny Bear. 
Gulick — Good Health. 

Grade Six 

Textbook — Riverside Reader, Book VI. 
Supplementary Beading. 

Mace and Tanner, Story of Old Europe and Young 

America. 
Gordy's American Beginnings in Europe, 
Corney and Borland, Great Deeds of Great Men. 
Southworth's A First Book in American History with 

European Beginnings. 
Hall's Our Ancestors in Europe. 
Prichard and Turkington's Stories of Thrift for Young 

America. 
Elson's Sixth Reader. 
Literary World, Book VI. 
Carpenter's Stories Pictures Tell, Book VI. 



ELEMENTARY SCHOOLS OF TENNESSEE 29 

Food and Health. 

Twain — Prince and Pauper. 

Brown — In the Days of Giants. 

Mabie — Myths Every Child Should Know. 

McMiirry — Larger Types from American Geography. 

McMurry — Irrigation and the Salt River Project. 

Kipling — Jungle Book. 

Wyss — Swiss Family Robinson. 

Dodge — Hans Brinker or The Silver Skates. 

Tappan — Hero Stories from France. 

Pyle— Men of Iron. 

Grade Seven. 

Textbook— Elson's Grammar School Reader, Book III 
Supx>lementary Reading. 

Riverside Series — Book VII. 

Home and The Family. 

Watson's Golden Deeds on the Field of Honor. 

Horton's A Group of Famous Women. 

Lest We Forget. 

Winning a Cause. 

Literary World, Book VII. 

Carpenter's Stories Pictures Tell, Book VII. 

Warren's Stories from English History. 

Pratt's America's Story for America's Children. 

Thompson and Bigwood's World War Stories. 

St. Nicholas for Boys and Girls. 

Bassett — Story of Limber. 

Hasbrouck — The Boy's Parkman. 

Bengtson and Griffith — The Wheat Industry. 

Brooks— The Story of Cotton. 

Bishop and Keller — Industry and Trade. 

Burns — The Story of Great Inventions. 

Thompson-Seton — Wild Animals I have Known. 

Maeterlinck — Bine Bird for Children. 

Hawthorne — Tans^lewood Tales. 



30 COURSE OF STUDY 

Alcott — Little Women. 

Warner- —Being a Boy. 

Warner — A Hnnting of the Deer. 

More^ — Benjamin Franklin. 

Stokes — Wonder Book of the Bible. 

Grade I'^Kurr. 

Textbook — El son's Grammar School Header, Book IV. 
Snjiplementary Beading. 

The Spirit of Democracy. 

Carpenter's Stories Pictures Tell, Book VIII. 

Literary World, Book VIII. 

Payne's Southern Literary Eeadings. 

Eiverside Series, Eighth Header. 

National Geographic Magazine. 

Carpenter — Europe, South America, Asia, Africa. 

McMurry — Panama Canal . 

Gordy — Abraham Lincoln . 

London— Call of the Wild. 

Twain — Huckleberry Finn. 

S te venson — ^Tr ea sure Island. 

Stevenson — Kidnapped. 

Lamb — Tales from Shakespeare. 

Shakespeare — As You Like It. 

Mulock— John Halifax, Gentleman. 

Barbour- — For the Honor of the School. 

Burrough — Birds and Bees, 

Bralliar — ^Knowing Insects Through Stories. 

Parkman — The Oregon Trail. 

Christmas Carol — Dickens. 

Hughes — Tom Brown's School Days. 

Cooper — The Spy. 

Scott — Quentin Durwood. 

Bolt-Wheeler— Thomas A. Edison. 



ELEMENTARY SCHOOLS OF TENNESSEE 31 

LIST OF TWENTY FIVE BOOKS RECOMMENDED AS 

THE FIKST SUFPLEMENTAEY BOOKS TO 

BE PURCHASED 

Baldwiu — Fifty Famous Stories Retold. 

Lamb — Tales Irom Shakespeare. 

Spyti — Heidi. 

Kipliug — Just So Stories. 

Parkman — Tlie Oregon Trail. 

Scott — Quentiu Durwood. 

Pyle — Men of Iron. 

Maeterlinck — Blue Bird for Children. 

Barbour — For the Honor of the School. 

Brown — In the Days of Giants. 

Allen — United States. 

Carpenter — Europe. 

Burgess — Bird Book. 

Shillig — Four Wonders. 

McMurry — Pioneers of the Mississippi Valley. 

Rolt-Wlieeler — Thomas A. Edison. 

Bralliar — Knowing Insects Through Stories. 

McMurry — Larger Types from American Geography. 

Bassett — The Story of Lumber. 

Southworth — Builders of Our Country, 2 vols. 

Gulick— Good Health. 

Hazard — Three Years with The Poets. 

National Geographic Magazine. 

St. Nicholas. 

Stokes — Wonder Book of the Bible. 

FOR THE TEACHER. 

The teacher of reading in the Intermediate and <Trammar 
grades should give particular attention to these factors: 

1. Preparation of the Lesson. 

2. The Assignment. 



32 COURSE OF STUDY 

3. The Motivation of the Keading. 

4. Questions. 

5. Correlation. 

6. Correction of Defects in Eeacling. 

She will find help for each of these topics in the lollowiug 
books for teachers : 

Char-ters — Teaching the Common Branches. 

Wilson and Wilson — Motivation of School Work. 

Twentieth Yearbook, Part II, — Silent Reading. 

PLANS AND SUGGESTIONS FOR IMPROVEMENT IN 
SILENT READING. 

Grades. 4, 5, 6. 

L No assignment has been made, books have been collected 
and kept in teacher's desk. 
Aim to increase speed, with understanding. 

a. Teacher, or pupils designated by teacher distribute 
books. 

b. Teacher announces page, all open to page, all begin at 
signal from teacher. 

c. Teacher times class, at end of one, two, or three min- 
utes calls "stop" and all books are closed on finger. 

d. Teacher calls on several pupils to report on what 
they have read, urges the slow readers to speed up. 

e. Assigns paragraph to start and repeats procedure to 
end of period. 

f. Collects books. 

2. Teacher puts on board list of questions, or this can be done 
at recess or some time previous and covered till needed. 
Aim : To be able to answer questions on what is read. 
a, b, c, same as in 1. ' . 

d. Questions are uncovered. 



ELEMENTARY SCHOOLS OF TENNESSEE 33 

e. Hands are raised for first question, teacher calls on 
several pupils. 

f. Class discussion which is best answer, some pupil is 
told to open his book, find, aud read the correct answer. 

g. Other questions are answered in the same way. 
h. Eepeat procedure to end of period. 

3, Aim : To read to find an answer to a question. 

a. Books are distributed. 

b. Teacher gives page, all pupils open books. 

c. Teacher gives one or two questions, oral or written. 

d. Teacher designates paragraph to be read. 

e. Pupils read paragraph through, closing books on finger 
when they have finished, either sitting thus quietly or hold- 
ing up hands. 

f. Teacher waits till most pupils have finished, slow pu- 
pils are encouraged to speed up. 

g. Teacher calls on several pupils to answer questions, 
one question at a time, or both at same time. 

h. Class discusses best answer, if in doubt, book is opened 
and answer read aloud. 

i. Procedure repeated to end of period. 

4. An excellent combination of oral and silent reading, which 
prepares the way for No. 3 is as follows : 

Lesson. The Tinder box, page 89 Child's World, Fourth 
Keader. 

Aim : To find and give exactly what is asked for. 
a, b, as in 3. 

c. Teacher says, "Find out about what characters this 
story is written, hold up your hands when you can read just 
the words that answer my question." 

d. The answer must be ''a soldier," an '''old witch." 
Several pupils should be asked to read aloud and if more 

than the required answer is given, the teacher should say, 



34 COURSE OF STUDY 

"No, remember, I want just the two people about whom the 
story is written." In the beginning of this sort of work, it 
is very probable the teacher will finally have to give the ans- 
wer herself for a few questions, but the children soon catch 
on to the game and love to play it. 

e. Teacher says, "Find what the soldier had and where 
he carried each." 

f. Answer, "He had his knapsack on his back and a saber 
at his side". 

g. Teacher, "Find where he wanted to go". 

h. "He wanted to go home". 

i. Teacher, "Find out what the old witch said the soldier 
should have." 

j. Answer, "You shall have as much money as you want.' 

k. Teacher, "Find the words describing the old witch." 

1. "Very hideous and evil looking. 

m. Teacher, "Now read just what the soldier said when 
the old witch said he could have as much money as he wanted." 

n. Answer, "How is that old witch" At first the child 
is almost sure to read, also, "asked the soldier." Keep ask- 
ing for the exact words he said until you get it, or have to 
explain that the soldier did not say "asked the soldier." 

o. Proceed thus to the end of the period. After the se- 
lection has been gone thru in this manner, it is helpful to as- 
sign the characters: Soldier, Old Witch, and Book, and have 
it read orally. Book reading the parts not in quotation marks 
— "she said," for instance, and "asked the soldier." • 

This helps to fix the idea of exact response, gives oppor- 
tunity for some oral reading with a purpose, and helps won- 
derfully in teaching direct quotation. 

5. Aim . to tell the story you read. 

a. and b. as in 3. 

c. Teacher assigns portion to be read it may be one, two 
or three pages, or a whole selection. 



ELEMENTARY SCHOOLS OF TENNESSEE 35 

d. Pupils read silently, close books when they have fin- 
ished, the teacher calls on some one to begin to tell what he 
has read. If the pupil tells something wrong or omits some 
thing essential to the story, other pupils may hold up their 
hands and the teacher calls them to correct the error or 
supplement. 

f. After the first pupil has told a small part of the story, 
another pupil is called on to take it up there and go on, and 
so on to the end of the story, calling on as many pupils as 
possible. Only occasionally should one or even two pupils 
be allowed to tell the whole story. 

6. Aim: to outline a story. 
a and b as in 3. 

c. Teacher writes a simple outline on the board — Time, 
Place, Characters, Principal events. 

d. Class reads whole selection silently and closes books 
when through. 

e. Teacher calls on different ones to fill in the outline 
orally. 

Some one may WTite it on the board as it is given. 

7. Aim : to get the principal thought of a paragraph, 
a and b as in 3. 

c. Teacher assigns a paragraph to be read. 

d. Pupils read the paragraph and close books on finger 
as they finish. 

e Teacher calls on several pupils to give the thought of 
the paragraphs, answers are discussed by the class and the 
best decided on — each to give his reasons for his decision. 

f. Sometimes, the aim might be to select a topic suit- 
able for the paragraph. In this case, the key thought should 
be put in as few words as possible, the different suggested 
topics put on the board, and the best selected. 

g. Repeat, either procedure with several paragraphs. 



36 COURSE OF STUDY 

8. Aim: to organize. 

a. Distribute books. 

b. Teacher selects a short story, of scientific or histori- 
cal character, preferably. 

c. Pupils read to get the principal thought. 

d. Discuss and decide upon the best. 

e. Eead again to get the related thought — the thought 
that helps to explain the main thought. 

f. Discuss these and decide upon the best. 

g. I*ut final outline upon the board. 

h. Have them read the selection again and report on 
their reading by the outline of key thoughts on the board. 
Carry this over to a history or geography lesson and show how 
it helps in studying one's lessons day by dsij. 

3, 6, 7, 8 may be used for written work by the pupils, as 
a class exercise or for individual improvement. Of course, a 
great deal of this silent reading work may be assigned and 
read at the seat, or at home, in preparation for next day's 
work; the advantage of having it done in class, all of it, is 
that it is done under the teacher's direction and supervision 
so that she is sure that she isi getting the same kind of work, 
the same sort of training. She knows the selection is read 
but once, that the child does his own reading, she can judge 
by his speed, power of concentration and general method of 
reading. Also, the material is fresh and interesting. 

PLAN FOR A READING LESSON IN GRADES 

5, 6, or 7. 
(This plan ha,s worked with good results in the demon- 
stration work in Hamilton County.) 

Subject. ''Robin Hood". 

Aim: To increase the rate in silent reading; to encour- 
age wide reading; to improve the ability to get new experi- 
ences from the printed page. 



ELEMENTARY SCHOOLS OF TENNESSEE 37 

Procedure : 

1. The teacher or supervisor told some interesting Eobiu 
Hood stories. She then had the students read rapidly other 
Robin Hood material with this one idea in view — to be able 
at the end of twenty minutes to ask several good questions 
about Robin Hood, his Merry Men, or England at the time 
of Robin Hood. Folio Avlng is a list of their questions: 

a. Who was Robin Hood? Was he a real man? 

b. If Robin Hood were an outlaw, why was he so beloved 
by the people and so "looked up to?" Could we have such 
a character now? Why? 

c. Who was Little John and how did he and Robin Hood 
come to be such strong friends? (Give a specific instance.) 
Who was Will Scarlet? 

d. Who was the king of England at the time of Robin? 
Why did he hate Robin Hood? How did the people live? 

e. What was the creed or code of laws that Robin Hood 
and his men lived by ? 

f. TVTiy did Robin Hood hate the church officials? 

g. Why did Robin want to be buried where Ms arrow fell ? 
h. How did Robin come to be such a good shot? (Give 

a specific example.) 

i. What were some of Robin's adventures? 

2. The following day specific references were given showing 
the exact passages where all these questions could be an- 
swered. (You will find the Robin Hood stories running in 
the readers from the fourth grade up.) The students read 
rapidly. Each was assigned an especial report to make, but 
each was held responsible for all. 

3. On the third day the following procedure was carried out: 

a. Reports from members of the class on new words they 
found and their meanings. 

b. Discussion of topics about Robin Hood which the class 
desired to know. 



38 COURSE OF STUDY 

c. Oral reports from the members of the class. 

d. Oral reading. 

e. Assignment of next lesson. 

Note: By lesson we mean a study extending over several 
days' work. 

The oral reports are expected to be in good form. The 
pupil making the report is held responsible to answer ques- 
tions from members of the class. About five minutes is al- 
lowed for the new words. This has proved very effective in 
establishing the dictionary habit. The students are taught to 
make their reports concise and to the point; twenty minutes 
being allowed for the reports and discussions, and ten minutes 
for the oral reading. In the preparation of this lesson our 
students read from tlurty to forty pages. 

Lesson Plan for the Study op Birds. 

Plan of studj^ for such birds as the blue jay, the brown 
thrush, the wood thrush, screech owl, sparrow, swallow, black- 
bird, crow, mocking bird, cat bird, etc. 

I. Aim of bird study. 

1. To know how birds help us and why we should pro 
tect them from their enemies. 

2. To know birds common to the community. 

3. To know the birds that come and go. 

4. The birds that stay with us all the year. 

II. Study plan. 

(Study first hand if possible, if not, from the book, then 
later identify the bird when the opportunity offers.) 

1. The living bird: color, wing, tail, foot, and bill — the 
form and use of each. 

2. The song and call-notes. Do you know it? Can you 
imitate it in words or whistle? 

3. Does this bird migrate? Why? Where? 

4. Color of male and female. Nest : material used, where 



ELEMENTARY SCHOOLS OF TENNESSEE 39 

and how built. Make a collection of nests in the late fall 
and winter months. 

5. What birds eat: insects, caterpillars, cocoons, weed 
seeds, berries, etc. 

6. Make reference to literary sielections, such as, "The 
Bluejay," ''The Merry Brown Thrush," "Bob White," etc. 
found in your English books, readers, and library books. Re- 
quire pupils to memorize the choice part of the literary se- 
lections. 

7. Write compositions after study and observations have 
been made. 

II T. The following books are authority on birds and are 
recommended as worthy of a place in any school library: 
"Bird Life,'' by Frank M. Chapman, "The Burgess Bird Book," 
by Thornton W. Burgess. 

Write to T. Gilbert Pearson, Secretary of National Asso- 
ciation of Audubon Societies, New York City, and get infor- 
mation on how to organize an Audubon Society for the study 
of birds in your school. 

Plan for Group Reading. 

Some method must be devised by which students, especially 
in our rural schools, can have the opportunity to read. Our 
students can learn to read only by reading, not by being told 
how to read. 

It is necessary that interesting reading material be provid- 
ed. Traveling libraries are provided by the state. The state 
will double the amount of money up to forty dollars any school 
will raise for a school library. (For further information con- 
cerning this write to the State Department of Education ) . Five 
cent classics serve excellently in this plan. Each group may 
use different material thus broadening the experiences from 
the printed page with the least expense. 

Divide the students into groups of twos or threes. Have 
a good reader in each group as the leader to see that the words 



40 COURSE OF STUDY 

are correcth' pronoiiuced, clearly enunciated, and that tlie 
matter is read Avitli understanding, and to see that the books 
are passed and collected in an orderly way. 

As soon as the books are distributed one student of each 
group begins to read aloud. He reads a paragraph or two 
and then another of the groups reads until a convenient stop- 
ping place is reached. Each member of the group reads in 
his turn and all groups read at the same time. 

This noise is confusing at first, but the students soon come 
to enjoy these periods and look forward to them. This "or- 
ganized confusion" should be conducive to good results but the 
teacher must be on the alert. She passes quietly from group 
to group pronouncing a word here, checking carefully a faulty 
pronoun elation, and creating interest generally. 

Teacher PrepcD'Otion for Silent Reading. 

We have heard in days past of the teachers of graded 
schools desiring to teach reading because it was easy and re- 
quired no preparation. It is now a recognized fact that to 
teach ixnj reading successfully — first grade on through high 
school — requires daily preparation on the part of the teacher. 

Eeading is the most important subject in the curriculum 
and should be made the most vital and interesting, it is the 
teacher's business to prepare her lesson so that the pupils will 
enjoy it, and so that each lesson may be a step forward in in- 
dependent reading for thought-getting and enjoyment. 

In preparing a reading lesson, the teacher should first read 
it through herself then decide what her aim in teaching that 
particular lesson is going to be. Or, she may first decide upon 
her aim — something for which the class has shown a need, it 
might be "^to get the thought of a paragraph", "to answer a 
definite question", "to read more rapidly," etc. — then select 
the material in her reader or elsewhere which will accomplish 
this aim. 

After she decided upon her selection and aim, she should 
go over the lesson again and write down the appropriate ques- 



ELEMENTARY SCHOOLS OF TENNESSEE 41 

tions for each paragraph or section, or the appropriate plan 
of procedure for the lesson, and have this by her as she teach- 
es—at first, in her hand, later on her desk. This will take a 
little extra time and effort but the teacher will be repaid by 
her own feeling of ease and mastery of the situation and by 
seeing her work tell in interest and improvement in her class. 
There is just one little ^'don't" for the teacher who is be- 
ginning to put the emphasis on silent reading rather than 
oral reading: don't after you've had your class do a good 
piece of silent reading, after they have had a satisfactory les- 
son in silent reading, make the mistake of saying, "Now,' chil- 
dren, tomorrow we'll read the lesson" meaning 'we'll read it 
orally'. When a story has been read silently, it has been read; 
more than nine-tenths of our reading is silent reading, and all 
the value of the exercise is lost if the teacher feels, or lets her 
pupils feel, that it must be read orally in order to have a 
"reading lesson." The reason for so much deadly stupid and 
stultifying work in reading in the past was because the chil- 
dren were compelled to read over and over and hear over and 
over what they already knew; for nearly always our purpose 
m reading is to learn something new, to find out what a story 
is about— very few stordes will bear reading a second time bv 
adults, why expect children of the intermediate grades to be 
interested in a tenth reading, sometimes, when psychology 
tells us the child of the intermediate grades is ravenous for 
new experiences, eager to pass quickly from one experience to 
another. 

REPORT OF OUTSIDE READING TO BE HANDED IN BY 

PUPILS. 

1. Title 

2. Author 

3. Setting 

a. Time ^ b. place 

(Historical background if any) 

4. Give characteristics of chief characters. 

5. Eelate an interesting incident or describe' a vivid scene. 

6. State specifically why you liked or disliked the selec- 
tion; give two definite reasons. 



42 COURSE OF STUDY 

Plan For a Lesson in Riley in Grades 7 or 8. 
(Based on work done in Hamilton County) 
Subject: ''Rilej^ and His Poems" 

Aim: That the students may enjoy and enter into the 
spirit of Riley. 

Procedure : 

1. First Day's Study— 

(a) The teacher read a number of Riley selections as 

''The Man in The Moon," ''The Nine Little Gob- 
lins," ''The Raggedy Man." Students were ask- 
ed to contribute by quoting from Riley or by tell- 
ing something they knew about him, or by asking 
for some specific poem to be read. 

(b) Commients were made by the students on each 

poem as it was read, the picture discussed. The 
students talked about such questions as these: 
What kind of verse is this? What did Riley 
write about? Why? Could he write other than 
in dialect? Who was Riley? Where did he 
live? Do Riley's poems sound like any others 
you have read? Whose? 
(c) List of Riley poems was put on the board : 
The Old Swimming Hole 
On the Banks of Deer Creek 
Grigsby's Station 
The Boy on the Old Farm 
The Raggedy Man 
Our Hired Girl 
Out to' Old Aunt Mary's 
No Boy Knows 
Old John Henry 
Little Orphant Annie 
When, the Frost is on the Pumpkin 
Nothin' To Say 
j Farmer Whipple, Bachelor 



ELEMENTARY SCHOOLS OF TENNESSE 43 

An Old Sweetheart 
A Song, 

(d) Each pupil was asked to read and become familiar 
Avith as much of Riley as he could and to be able 
to read one selection well for the class on the 
third day. Also each one was asked to be able 
to quote several shor-t selections and tell why he 
chose these selections. 

2. Second Day's Study. 

The second period was given to silent study. The teach- 
er assisted in making selections, finding references get- 
ting together Riley material. 

3. Third Day's Study. 

(a) The students quoted from Riley and told why the 

particular selections were chosen. 

(b) Several selections were read by the students, the 

readers being called upon by the class. 

(c) The questions brought upon the first day were dis- 

cussed more fully and others such as "Riley's 
way," '^his humor", "his pathos", "his quaint phi- 
losophy." 

SUGGESTED LIST OF READING WITH WHICH EVERY 
TEACHER IN THE STATE SHOULD BE FAMILIAR. 

Deerslayer — Cooper. 

The Last of the Mohicans — Cooper. 

The Spy — Cooper. 

Old Curiosity Shop — Dickens. 

David Copperfield — Dickens. 

Dombey and Son — Dickens. ' 

Oliver Twist — Dickens. 

Pickwick Papers— Dickens. ' 

Tale of Two Cities— Dickens. 

Selected Stories — Kipling. 

Captains Courageous — Kipling. 



44 COURSE OF STUDY 

Winning of the West— Roosevelt. 
The Legend of Sleepy Hollow — Washington Irving. 
The Oregon Trail — Park'man. 
Scottish Chiefs — Porter. 
Kenihvorth — Scott. 
Rob Roy— Scott. 
Ivanhoe^ — Scott. 
Adam Bede — George Elliott. 
Romola — George Elliott. 
Silas Marner — George Elliott. 
The Story of a Pioneer — Anna Howard Shaw. 
Is'ax^oleon Boneparte — Johnston. 

Personal Recollections of Joan of Arc— — Mark Twain 
(Clemens). 

Hnckleberry Finn — Mark Twain. 

Tom Sawyer — Mark Twain. 

Pilgrims Pi'ogress — Bnnyan. 

Call of the Wild— Jack London. 

Napoleon Jackson Stewart — Stuart. 

Hoosier School Master — Eggleston. 

Hoosier School Boy — Eggleston. 

The Secret Garden — F. H. Bnrnette. 

Ben Hur — Wallace. 

William Tell (Schillar)— McKay. 

Tales from Shakespeare — Lamb. 

Penrod — Tarkington. 

Gulliver's Travels — Swift. 

Tom Brown at Rugby — Hughes. 

Tom Brown at Oxford — Hughes. 

Man Without a Country — Edward Everett Hale. 

The Crisis — Churchill. 

The Virginian — Owen Wister. 

The House of Seven Gables — Hawthorne. 

Alice of Old Vincennes — Thompson. 

Selected Poems — Tennyson. 

Selected Poems — Browning. 

Selected Poems — Longfellow. 



ELEMENTARY SCHOOLS OF TENNESSEE 45 

Selected PoeniS — Walt Whitman. 

Short Stoi'ies — Irving. 

Shori: Stories — Hawthorne. 

Short Stories — Poe, 

Short Stories — Freeman. 

Short Stories — Bret Harte. 

Short Stories — O. Henry. 

Short Stories — Kipling. 

Short Stories — Stockton. 

Short Stories — Simms. 

Good present day books, short stories, and poems. 

References : 

Charters: ''Teaching The Common Branches", Honghton 
Mifflin Co. 

Pickard: "Rural Education", Webb Publishing Co., St. 
Paul, Minn. 

Woofter: "Teaching In The Rural Schools", Houghton 
Mifflin Co. 

Huey: ''The Psychology and Pedagogy of Reading", Mac- 
millan Co. 

Kendall & Mirick : ''How To Teach The Fundamental Sub- 
jects", Houghton Mifflin Co. 

Briggs & Coffman : "Reading In The Public Schools", Row 
Peterson & Co. 

Klapper : "Teaching of Reading." 

Freeland : "Modern Elementary School Practice",Eight- 
eenth Year Book, Part II, of the National Society For The 
Study of Education, University of Chicago Press, Chicago, 111. 

Bobbitt and Gray : "Reading in The Elementary Grades", 
(a monograph of the Elementary School Journal) University 
of Chicago Press, Chicago, 111. 

Reading Tests : 

(1) Monroe's Standardized Silent Reading Tests, I, II, 
III, University' of Illinois, Urbana, 111. (Test I is for grades 
three, four, five; Test II is for grades six, seven, eight; Test 



46 COUftSE OF STUDY . 

Ill is for high school. Each test may be had in three forms — a, 
b, c — of equal degree of difficulty so that accurate comparisons 
may be given several times during the year.) 

(2) Thorndike's Improved Scale For Measuring Ability 
in Reading, Teachers College, Columbia University, New York 
City. 

(3) Courtis's Reading Tests for grades two, three, four, 
five, six, S. A. Courtis, Department of Education, Detroit, 
Michigan. (Each test may be had in three forms, of equal 
degree of difficulty. Measures rate and understanding in 
silent reading.) 



LIST OF DEVICES FOR IMPROVEMENT. 

I. In the Rate of Silent Reading : 

1. Give many selections to be read rapidly in order to 
provide ample opportunity for the permanent estab- 
lishment of effective eye movements. 

2. Give limited time to complete passages. 

3. Assign selection after selection to be read for a 
specific purpose; for instance, "tell me six things con- 
cerning Sam Houston." 

4. Train the eye to take in increasingly large units 
ahead; for instance, see how far the student can read 

after he closes his book. 

II. In the Ability to Comprehend: 

1. Emphasize the elements on which the meaning de- 
pends; for instance, the pupils can be taught to sense 
the main topics and the sub topics. 

2. Have the students to know that the material which 
they are reading is to be reproduced. 

3. Require all students to read at their maximum rate, 
for the rapid reader is the more effective reader. 



ELEMENTARY SCHOOLS OF TENNESSEE 47 

III. In Oral Reading: 

1. Group Reading (This has been found effective es- 
pecially in rural schools. See the plan given in full 
on page 39-40 of the manual). 

2. Different rows may be given charge of morning ex- 
ercises, the best leaders being asked to read, others 
to recite poems or tell a story. 

3. Students may be asked to report on passages read 
in support of an opinion or judgment defended by 
them. 

4. Pupils in the geography and history classes may be 
permitted to read newspaper clippings selected from 
magazines, or other books which are not accessible to 
all of the class. 

5. Short selections should be assigned suitable to the 
individual needs of the pupils. 

6. Pupils may be allowed to select a story to read to 
the class for entertainment — the teacher holding up 
the standard by insisting that no one can enjoy hear- 
ing another read unless -he has thoroughly prepared 
what he reads and can read it well. 

7. Choose a given topic as a center for discussion such 
as woman suffrage, patriotism, Holland. Have stu- 
dents find material— clippings, poems, prose selec- 
tions which contribute to the theme in question. All 
are to be read in class by the different members. 

8. Standardized silent reading tests should be given 
at least twice a year. Interest is aroused on part of 
parents, teachers, and students by the use of such 
tests. 



COURSE OF STUDY 



SPELLING 

Society has come to look upon correct spelliDg as a mark of 
education ; no teaclier has fully discharged her duty until she 
has succeeded in bringing to the consciousness of the children 
the consequences attending misspelling and in arousing in 
them the desire to become good spellers. The basic aim of the 
spelling work is thus, not the teaching of the spelling of the 
words of the course, but the development of the ideal of not 
making mistakes in spelling. 

In recent years a great many scientific studies of spelling 
have been made, which have entirely revolutionized our ideas 
about the number and kind of words to be taught and the way 
to teach them. In which grade to teach a word depends upon 
where the child most needs that word in his written work. 

As to the teaching of spelling, through scientific study cer- 
tain definite steps in teaching have been worked out, with the 
reasons for each step. But the important point is, we realize 
the sense and necessity of actually teaching spelling now, in- 
stead of saying, "Take the- next twenty-five words," and let- 
ting it go at that. 

Needless to say there have been some wonderful spellers de- 
veloped by the old method, but for those wonderful spellers no 
credit can be taken by the teacher or the method; they were 
just naturally "born spellers." We find theni today, a few in 
most every school, and the teacher must be warned not to juds'o 
the attainment of her class by these exceptional spellers, nor u- 
spend her time on them to the neglect of the others, the "poor 
spellers" : the "poor spellers" tare the ones who need the teacn- 
er's attention, her ©very effort; the "good spellers" will learn 
to spell without the help of the teacher. 

I. Let this te the teacher's, aim : 

The final product of your teaching shall be the hahit of 
writing the words correctlv. 



ELEMENTARY SCHOOLS OF TENNESSEE 49 

II. Let these he the pupils' aiuis: 

To be able to spell automatically a small number of com- 
mon words which are used over and over again by all who write. 

To get a reasonable control over all other words which find 
their way into the children's writing vocabularies. 

To realize the attitude of society toward misspellings so 
that the slightest doubt in regard to the correct spelling of a 
word will make them look up the spelling in a dictionary. 

III. fiome things the teacher should hear in mind: 

1. Pupils misspell words because their teachers do not 
realize the need of teaching them. 

2. There are various types of words and each type re- 
quires a different treatment. 

8. There is a type that does not need to be taught at all : 
the child learns to spell them from association. 

a. Words on signs — meat, grass. 

b. Words in the reader — duck, nest. 

c. Words used in board writing — am, and, but 

4. There is a type that appears easy in the lower grades, 
hard in the upper grades — February, divide, muscle, minute. 

5. There is a t3^])e which appelars to possess special diffi 
culty in the middle grades — Avho's (due to learning to use the 
apostroiphe) and whose. 

6. There are tj^pes of errors : 

a. Substitution. 

b. Illegibility. 

c. Omission. 

7. Usually all words are taken as equal measures of spell- 
ing abilitv, Avhich is not true. 



50 



COURSE OF STUDY 



IV. Points to he remembered in teaohing spelling, with the 
reason for each: 



1. The word should be written on 
the board and the child should 
look at it intently. 

2. Just one word at a time 
should be written, all others eras- 
ed. 

3. The word should be written 
first undivided. 

4. The teacher should pro- 
nounce the word after she has 
written it. 



5. The teacher may write the 
word again with syllables slight- 
ly separated— pic nic — and pro- 
nounce it by syllables. 

6. Teacher and pupils may talk 
about the word, pick out the part 
that is hard, and draw a line 
under that — bus i ness. 



7. The class, all together, should 
then look at the word and spell 
it over two or three times. 

8. The word should then be 
used in sentences, to be sure the 
class understands the meaning. 
If there is doubt about its mean- 
ing, the teacher should explain 
it to lower grades, but upper 
grades should look up the mean- 
ing in the dictionary, then make 
sentences. 

9. The word may be spelled in 
concert by the class, with eyes 
closed. 

10. The word may be written in 
the air, with eyes closed. 



To form 
image. 



the correct visual 



That the pupil may fix his en- 
tire attention on the one word. 



That the pupil may 
complete visual image. 



get the 



That the child may get the cor- 
rect auditory image. Too often, 
pupils will mispronounce the word 
and the teacher should, as far as 
possible, keep before the child 
the correct form of the word. 

Simplifies the learning. 



Shows the child on which part 
he should spend time in studying. 
He realizes that all parts of words 
are not equally difficult and that 
it is, therefore, foolish to spell a 
word over and over without at- 
tention to the part that may trip 
him. 

In this way the throat motor 
image is formed. 



A word is not the child's own 
until he can use it, therefore it 
is essential that he learn its mean- 
ing and be able to use it. 



To help form the throat motor- 
image. 

To help form the hand motor 
image. 



ELEMENTARY SCHOOLS OF TENNESSEE 



51 



11. Different pupils may be 
called on to spell the word, the 
others looking at the word and 
listening. 

12. The word should then be 
erased from the board and the 
pupils called upon to write it on 
a slip of paper. 

13. The teacher should then 
write the word on the board again 
and have the pupils compare what 
they have written with it. 

14. After the second word has 
been taught to the point where 
the pupils are to write it, the first 
word should be dictated, too; 
likewise, the first and second 
should be dictated with the third, 
and the first, second and third 
with the fourth. 

Each word should be written, 
if possible, three times. 

15. By this time the word should 
be known, but if the teacher de- 
sires further study on the part of 
the child, it is recommended that 
she have him make from, three to 
five sentences for each word, these 
to be brought in next day. 



To help fix the image of seeing 
and hearing. 



To fix the hand motor image. 



To make sure they have form- 
ed the correct image. 



Every repitition helps to fix the 
spelling for all time. 



The child is more apt to pay 
attention to a word in context 
than in a list. Also, spelling In 
context is the thing for which we 
are striving, since it is what we 
meet and need in life. 



V, Conduct of the recitation, with reasons. 



1. Usually the spelling 
be written. 



should 



2. It is better to dictate the 
words in sentences than in lists; 
best of all to dictate them in a 
connected paragraph. 



3. A word must be all right or 
all wrong. 



4. If a word has been erased 
and written over it should be con- 
sidered wrong. 



Written spelling is the kind we 
usually need in life. 

A child cannot really spell a 
word until he has the ability to 
spell it correctly in all situations 
in which it is written. The para- 
graph is the most natural life 
situation. 

The world does not give cre- 
dit for spelling a word partly 
right, for omissions or substitu- 
tions. 

The only spelling of any value 
is the automatic spelling, if the 
child has to stop to think about 
a word, he doesn't know it. 



52 



COURSE OF STUDY 



5. If a word is illegible, it should 
be counted wrong. 



6. Words should be used in the 
lesson three days in succession; 
today you will use the two, three, 
or four new words taught yester- 
day, the two, three, or four words 
taught the day before, and the 
two, three or four words taught 
the day before that. 

7. Every week there should be 
a review of the words taught that 
week and every month a review 
of the words taught that month, 
or up to that time. 



8. These weekly and monthly 
reviews may take the form of 
spelling contests in classes, be- 
tween classes of a school, between 
.schools. In such contests we de- 
feat our purpose if we have the 
child sit down as soon as he miss- 
es a word, it is much better to 
have a recorder for each side, and 
let the side win which misses the 
least number of words. 



This is the world's judgment on 
illegibility. Incidently this helps 
wonderfully to improve the child's 
writing. 

Psychologists tell us what we are 
going to forget will be forgotten 
by the third day and what v/e are 
going to remember will be fixed 
by the third day. Every repeti- 
tion helps to fix the word — to es- 
tablish the spelling habit »for that 
word. 

Constant repetition insures the 
formation of correct spelling 
habits. Frequency and recency 
are the two laws of learning on 
which this word depends. For 
often AN'e stop short of automatic 
recall, too often wc give a review 
which is in reality a learning 
over, because we have v/aited too 
long. 

This socializes the recitation, 
furnishes a motive, makes work 
play. 



VI. Methods of correcting spelling. 



Material. 

a. Select words according to spelling* ability, 



third 



grade words for third grade, fonrth grade words 
for fourth grade, etc. 

b. Teacli carefully the words you expect the child to 

learn. 

c. Eecognize the varying types of words and teach ac- 

cordingly. Teach Avords which appear easy, but 
are constantly recurring in wrong form. 



ELEMENTARY SCHOOLS OF TENNESSEE 53 

d. Improve yonr own and have the child approve his 
prounnciatiou, articulation, enunciation. 

2. Kecognition of types of errors, 

a. Substitution. 

b. Illegibility. 

c. Omission. 

3. Kemedial work. 

a. Give the correct form for comparison and have the 

child make his corrections. 

b. Have the child go over his spelling, marking those 

words ''c" of whose correctness he is sure, those 
"x'' of whose wronguess he is sure, those "d" of 
which he is doubtful, then by comparison with cor- 
rect forms, see how much his judgment can be 
trusted. 

c. Have each pupil keep his individual list of trouble- 

some or misspelled words, for which he is person- 
ally held responsible. Once a week, the teacher 
should take a little time to go over these individual 
lists. 

d. Analyze the pupil's work — whether his spelling diffi- 

culty is due to substitution, omission, illegibility, 
laziness, lack of sound sense, etc., then set him to 
correct his peculiar difficulty. 

e. Insist upon legible writing. 

f. In all Avritten work mark the spelling of all words 

taught and count off misspellings from the regular 
spelling lesson. 

g. Give daily, weekly, monthly reviews of those words 

which apparently are most difficult. 

VII. 'Number of loords to he taught. 

Since the adult will need to know about 4,500 words, this 
means that the child must add to his vocabulary each year 



54 COURSE OF STUDY 

about 560 words, at the most. AYe can depend upon liis get- 
tiug at least a tliiid of these incidentally, so that he needs to 
be taught about 360 each year. This would mean on an aver- 
age four words a day for five months of school. 

1. The teaching of spelling in the first grade should be 
mostly incidental. In writing am, an, etc., on the board the 
child learns to spell them without conscious effort. In con- 
nection with phonetic work he learns a good deal of spelling. 
Indeed, this should constitute the principal part of the spell- 
ing for the first grade. 

2. In the second grade more definite spelling work can 
be done. Select the words needed by the child in his written 
work; do not make the mistake of taking his spelling words 
from the reading lessons. Not more than two new words 
should be taught a day. 

3. In third and fourth grades not more than two or three 
new words should be taught each day. This, with the words 
taught in the two preceding days, as recommended under Y, 
makes quite an adequate spelling lesson, 

4. In fifth, sixth, seventh, and eighth grades the number 
of new words taught each day should range from two to six, 
not more. 

5. Any teacher who is doubtful about these recommenda- 
tions has only to give them a fair trial of a year to be con- 
vinced of the superiority of having the child make a few words 
really his own, over the old method of stuffing the mind with a 
quantity of partly learned material which he could not use, 
because he was sure neither of the spelling or meaning, and 
most of which he didn't need in anr case. 



YIII. f^oiii'ces of words. 

There are several sources from which words may be drawn : 

1. The adopted text — Hunt's Progrcfcsive Course in Spell- 
ing. Tbe teacher should carefully select from the text the 



ELEMENTARY SCHOOLS OF TENNESSEE 55 

words needed by the grade in written composition work. This 
is the best standard for selection that can be set, and the 
words thus chosen should constitute the grade list. 

2. Words commonly misspelled. 

3. The 1,000 commonest words of the English language as 
prepared by L. P. Ayres of tlie Russell Slage Foundation and 
appended herewith. These words should be distributed through 
the grades according to their difficulty as indicated by the 
figures at the head of the columns. For instance, the third 
grade might be made responsible for all the words in the col- 
umn under 84 for the Third Grade, which indicates that the 
third grades of the country usually average 84 per cent on 
these words, and for all preceding words. Each grade's re- 
quired list might be worked out in the same way. 

4. The 100 Spelling Demons of the English Language, as 
found by Dr. Jones and appended hereto. These should be 
distributed through the grades according to the Ayres scale 
and each grade made responsible for its own list and the words 
preceding. 

5. Words necessary for written work in history, geography, 
nature study, hygiene. 

6. Local words — words peculiar to a certain community. 
IX. Rules for spelling. 

To learn to spell is more important tlian to learn the rules 
for spelling. However, there are some rules that really help 
one to spell other words of the same kind, after enough words 
have been learned to show the meaning and use of the rule. 
A few rules should be taught inductively and these should be 
reviewed and used from grade to grade. 

It is also permissible to use any mnemonic devices that wiU 
help the child with) difficult words, such, as "there is a rat in 
separate" to fix the a, and "Alice," to fix the sequence of i and 
e in combination after 1 and c. 



56 COURSE O FSTUDY 

X. Testing. 

It is strongly recommentled tliat every teaclier test lier 
cla,ss in spelling at the beginning and at the end of the year. 
This test shonld be given without i^revions preparation, should 
be marked oarefullj'^ and accurately b}^ the teacher, and used 
as a basis for further teaching and as a measure of improve- 
ments. 

To construct such a test: 

1. Select about twenty words from each grade from the 
appended Ayres Scale, all twenty from the same column, at 
first the 84 per cent column. All the words in one column are 
supposed to be of the same spelling difficulty, so it matters 
not which words you choose. 

2. If you are going to give a list test — and it is much 
easier to arrange and give a list test than a sentence test- 
write out your test thus. 

Fifth Grade. Column O. 

(1) fourth — I am not in the fourth grade — fourth 

(2) August — August is a hot month — August 

(3) throw — He can throw the ball far. — throw 

(4) refuse — I refuse to read the sentence — refuse 

To give the test: 

1. Have the pupils put the proper heading on their papers 
and write the numbers from one to twenty (if you give twenty 
words) in a column. 

2. Explain that you will call the number of the word, give 
the word, give a sentence explaining the word, give the word 
again, and then the pupils are to write just the word alone— 
not the sentence — after its own number. Illustrate by using 
some word not in the test. 

3. Explain that a word will be marked wrong if it is 

(a) Misspelled. 



ELEMENTARY SCHOOLS OF TENNESSEE 57 

(b) Illegible. 

(c) After the wrong number . 
(d) Has been erased. 

(e) Begun with a capital when it should begin with a 
small letter, or if it begins with a small letter 
when it should begin with a capital. 

J:. Announce (a) that no questions will be answered after 
the test begins, (b) that no words will be repeated after it 
has been passed, (c) that everybody must stop after the last 
word. When you say ''stop" nothing more must be written, 
no corrections made. 

5. When everybody is ready to begin and understands how 
the test is to be given, proceed with the test, giving out the 
words in about the time children in that grade can write them. 

6. Following are about the rates of writing for the differ- 
ent elementary grades : 



2nd 


3rd 


4th 


5th 


6th 


7th 


8th 


30 


40 


50 


60 


70 


80 


90 



Letters per minute . . 

7. When the papers have been carefully marked some sort 
of giaphic representation should be made of the results ob 
tained by the class, and of the results found by the school. 
The result of the next test can be put upon the same chart, and 
in this way the child gets a picture of his own improvement, 
the improvement of his class, or of his school. 

VI. Measuring Circle for AMlitij in Spelling. Made up of 
the 1000 commonest words in the English language. 

(Reprinted here by courtesy of Dr. Leonard P. Ayres, Di- 
rector Russell Sage Foundation, Division of Education.) 



58 



COUUSE OF STUDY 





A 


B 


C 


D 


E 


F 


Grade II 


99 


98 


96 


94 


92 


88 


Grade III 






100 


99 


98 


96 


Grade IV 












100 




me 


and 


A 


the 


he 


of 




do 


go 


it 


in 


you 


he 






at 


IS 


so 


will 


but 






on 


she 


no 


we 


this 








can 


now 


an 


all 








see 


man 


my 


your 








run 


ten 
bed 
top 


up 

last 

not 

us 

am 

good 

little 

ago 

old 

bad 

red 


out 

time 

may 

into 

him 

today 

look 

did 

like 

six 

boy 

bDok 



ELEMENTARY SCHOOLS OF TENNESSEE 



G 


H 


I 


J 


K 




84 


79 


73 


66 


58 


Grade II 


94 


92 


88 


84 


79 


Grade III 


99 


98 


96 


94 


92 


Grade IV 




100 


99 


98 


96 


Grade V 








100 


99 


Grade VI 


by 


day men 


nine take 


seven near 


become 


price 




have 


eat for 


face Mr. 


forget down 


brother 


become 




are 


sit ran 


miss after 


happy why 


rain 


class 




had 


lot was 


ride thing 


noon bill 


keep 


horse 




over 


box that 


tree what 


think want 


start 


care 




must 


belong his 


sick than 


sister girl 


mail 


try 




make 


door led 


got its 


cast part 


eye 


move 




school 


yes lay 


north very 


card still 


glass 


delay 




street 


low 


white or 


south place 


party 


pound 




say 


soft 


spent thank 


deep report 


upon 


behind 




come 


stand 


foot dear 


inside never 


two 


around 




hand 


yard 


blow west 


blue found 


they 


burn 




ring 


bring 


block sold 


post side 


would 


camp 




live 


tell 


spring told 


town kind 


any 


bear 




kill 


five 


river best 


stay life 


could 


clear 




late 


ball 


plant form 


grand here 


should 


clean 




let 


law 


cut far 


outside car 


city 


spell 




big 


ask 


song gave 


dark word 


only 


poor 




mother 


]USt 


winter alike 


band every 


where 


finish 




three 


way 


stone add 


game under 


week 


hurt 




land 


get 


free 


boat most 


first 


maybe 




cold 


home 


lake 


rest made 


sent 


across 




hot 


much 


page 


east said 


mile 


tonight 




hat 


call 


nice 


son work 


seem 


tenth 




child 


long 


end 


help our 


even 


sir 




ice 


love 


fall 


hard more 


without 


these 




play 


then ' 


feet 


race when 


afternoon club 




sea ' 


house 


went 


cover from 


Friday 


seen 




r 


year 


back 


fire wind 


hour 


felt 






to 


away 


age print 


wife 


full 






I 


paper 


gold air 


state 


fail 






as 


put 


read fill 


July 


set 






send 


each 


fine along 


head 


stamp 






one 


soon 


cannot lost 


story 


light 






has 


came 


May name 


open 


coming 






some 


Sunday 


line room 


short 


cent 






if 


show 


left hope 


lady 


night 






how 


Monday 


ship same 


reach 


pass 






her 


yet 


train glad 


better 


shut 






them 


find 


saw with 


water 


easy 






other 


give 


pay mine 


round 








baby 


new 


large 


cost 








well 


letter 












about 











60 



COURSE OF STUDY 







' 










Grade II 
Grade III 
Grade IV 
Grade V 
Grade VI 
Grade VII 
Grade VIII 




L 


M 


N 




50 








73 


66 


58 




88 


84 


79 




94 


92 


88 




98 


96 


94 




100 


99 


98 








100 


catch 


indeed point 


trust 


almost 


except 


least 




black 


four within 


extra 


brought 


aunt 


sorry 




warm 


herself done 


dress 


less 


capture 


press 




unless 


power body 


beside 


event 


wrote 


God 




clothing 


wish 


teach 


off 


else 


teacher 




began 


because 


happen 


true 


bridge 


November 




able 


world 


begun 


took 


offer 


subject 




gone 


country 


collect 


again 


suffer 


April 




suit 


meet 


file 


inform 


built 


history 




track 


another 


provide 


both 


center 


cause 




watch 


trip 


sight 


heart 


front 


study 




dash 


list 


stood 


month 


rule 


himself 




fell 


people 


fix 


children 


carry 


matter 




fight 


ever 


born 


build 


chain 


use 




buy 


held 


goes 


understand 


death 


thought 




stop 


church 


hold 


follow 


learn 


person 




walk 


once 


drill 


charge 


wonder 


nor 




grant 


own 


army 


says 


tire 


January 




soap 


before 


pretty 


member 


pair 


mean 




news 


know 


stole 


case 


check 


vote 




small 


were 


income 


while 


prove * 


court 




war 


dead 


bought 


also 


heard 


copy 




summer 


leave 


paid 


return 


inspect 


act 




above 


early 


enter 


those 


itself 


been 




express 


close 


railroad 


office 


always 


yesterday 




turn 


flower 


unable 


great 


something among | 




lesson 


nothing 


ticket 


Miss 


write 


question 




half 


ground 


account 


who 


expect 


doctor 




gather 


lead 


driven 


died 


need 


hear 




anything 


such 


real 


change 


thus 


size 




table 


many 


recover 


wire 


woman 


December 




high 


morning 


mountain few 


young 


dozen 




talk 


however 


steamer 


please 


fair 


there 




June 


mind 


speak 


picture 


dollar 


tax 




right 


shall 


past 


money 


evening 


number 




date 


alone 


might 


ready 


plan 


October 




road 


order 


begin 


omit 


broke 


reason 




March 


third 


contract 


anyway 


feel 


fifth 




next 


push 


deal 




sure 




• 



ELEMENTARY SCHOOLS OF TENNESSEE 



61 





o 


P 


Q 


Grade III 
Grade IV 
Grade V 
Grade VI 
Grade VII 
Grade VIII 


50 






73 


66 


58 


84 


79 


73 


92 


88 


84 


96 


94 


92 


99 


98 


96 


eight 


remain 


spend regard 


sometimes 


ledge 


afraid 


direct 


enjoy escape 


declare 


claim 




uncle 


appear 


awful since 


engage 


primary 




rather 


liberty 


usual which 


final 


result 




comfort 


enough 


complaint length 


terrible 


Saturday 




elect 


fact 


auto destroy 


surprise 


appoint 




aboard 


board 


vacation newspaper 


period 


information 




jail 


September 


beautiful daughter 


addition 


whom 




shed 


station 


flight answer 


employ 


arrest 




retire 


intend 


travel reply 


property 


themselves 




refuse 


between 


rapid oblige 


select 


special 




district 


public 


repair sail 


connection 


women 




restrain 


friend 


trouble cities 


firm 


present 




royal 


during 


entrance known 


region 


action 




objection 


through 


importance several 


convict 


justice 




pleasure 


police 


carried desire 


private 


gentleman 




navy 


until 


loss nearly 


command 


enclose 




fourth 


madam 


fortune 


debate 


await 




population truly 


empire 


crowd 


suppose 




proper 


whole 


mayor 


factory 


wonderful 




judge 


address 


wait 


publish 


direction 




weather 


request 


beg 


represent 


forward 




worth 


raise 


degree 


term 


although 




contain 


August 


prison 


section 


prompt 




figure 


Tuesday 


engine 


relative 


attempt 




sudden 


struck 


visit 


progress 


whose 




forty 


getting 


guest 


entire 


statement 




instead 


don't 


department 


president 


perhaps 




throw 


Thursday 


obtain 


measure 


their 




personal 




family 


famous 


imprison 




everything 


favor 


serve 


written 




rate 




Mrs. 


estate 


arrange 




chief 




husband 


remember 






perfect 




amount 


either 






second 




human 


efifort 






slide 




view 


important 






farther 




election 


due 






duty 




clerk 


include 






intend 




though 


running 


/ 




company 




o'clock 


allow 






quite 




support 


position 






none 




does 


field 






knew 

























62 



COURSE OF STUDY 





R 


S 


T 


U 


Grade IV 


50 






Grade V 


66 


58 


50 




Grade VI 


79 


73 


66 


58 


Grade VII 


88 


84 


79 


73 


Grade VIII 


94 


92 


88 


84 




forenoon 


together 


often 


guess 


meant 




lose 


convention 
n increase 


stopped 


circular 


earliest 




combinatio 


motion 


argument 


whether 




avenue 


manner 


theater 


volume 


distinguish 




neighbor 


feature 


improvemen 


organize 


consideration 




weigh 


article 


century 


summon 


colonies 




wear 


service 


total 


official 


assure 




entertain 


injure 


mention 


victim 


relief 




salary- 


effect 


arrive 


estimate 


occupy 




visitor 


distribute 


supply 


accident 


probably 




publication 


general 


assist 


invitation 


foreign 




machine 


tomorrow 


difference 


accept 


expense 




toward 


consider 


examination 


impossible 


responsible 




success 


against 


particular 


concern 


beginning 




drown 


complete 


affair 


associate 


application 




adopt 


search 


course 


automobile 


difficulty 




secure 


treasure 


neither 


various 


scene 




honor 


popular 


local 


decide 


finally 




promise 


Christmas 


marriage 


entitle 


develop 




wreck 


interest 


further 


political 


circumstance 




prepare 




serious 


national 


issue 




vessel 




doubt 


recent 


material 




busy 




condition 


business 


suggest 




prefer 




government 


refer 


mere 




illustrate 




opinion 


minute 


senate 




different 




believe 


ought 


receive 




object 




system 


absence 


respectfully 




provision 




possible 


conference 


agreement 




according 




piece 


Wednesday 


unfortunate 




already 




certain 


really 


majority 




attention 




witness 


celebration 


elaborate 




education 




investigate 


folks 


citizen 




director 




therefore . 




necessary 




purpose 




too 




divide 




common 




pleasant 








diamond 











ELEMENTARY SCHOOLS OF TENNESSEE 



63 



V 


W 


X 


Y 


Z 




50 










Grade VI 


66 


58 


SO 






Grade VII 


79 


73 


66 


58 


50 


Grade VIII 


principal 


organization 


immediate 


decision 


judgment 




testimony 


emergency 


convenient 


principle 


recommend 




discussion 


appreciate 


receipt 




allege 




arrangement 


sincerely 


preliminary 








reference 


athletic 


disappoint 








evidence 


extreme 


especially 








experience 


practical 


annual 








session 


proceed 


com mittee 








secretary 


cordially 










association 


character 










career 


separate 










lieight 


February 











explanation of Scale: 

The numbers at the top of the columns indicate the per cent of correct spellings of a word 
that may be expected in the grade named in the margin. That is, if the words in column I 
are given as a test, the average standing of an entire second grade should be about SO per cent; 
for a third grade about 73 per cent; for a fourth grade about 88 per cent; for a fifth grade at}OUt 
94 per cent; for a sixth grade about 98 per cent; for a seventh grade about 100 per cent. 

Remember: 

Our standard should be 100 per cent on the words for a given grade. 

XII. One Hundred Spelling Demons of the English Language. 

(Reprinted here by courtesy of Dr. E- F. Jones of the University of South Dakota.) 

These are the words which Dr. Jones found most often misspelled by children in the ele- 
mentary grades. These words should receive special attention. 

The "arch-demons" of this list were found by Dr. Jones to be, which, their, there and 
separate. 



always 


dear 


many 


two 


among 


doctor 


meant 


too 


any 


every 


making 


trouble 


again 


easy 


minute 


tear 


ache 


early 


much 


tired 


answer 


enough 


none 


though 


business 


friend 


often 


through 


been 


February 


once 


they 


built 


forty 


piece 


tonight 


busy 


grammar 


ready 


truly 


believe 


guess 


raise 


used 


beginning 


hoarse 


road 


very 


blue 


half 


straight 


which 


break 


having 


sugar 


where 


buy 


hour 


shoes 


write 


can't 


heard 


said 


writing 


country 


here 


says 


would 


could 


hear 


sure 


Wednesday 


color 


instead 


since 


wear 


chose 


just 


some 


whether 


coming 




seems 





64 



COURSE OF STUDY 



(Words continued from page 12) 





cough 


knew 


separate 


whole 




don't 


know 


their 


won't 




does 


laid 


there 


wrote 




done 


lose 
loose 


Tuesday 


week 



XIII. References. 

Ayres Scale of Spelling Ability (about 12 cents) 

Russell Sage Foundation, N. Y. 

Buckingham Measuring Scale of Spelling Ability (about 12 cents). 
Teachers College, N. Y. 

A Tentative Course of Study in Spelling for the Detroit Public Schools (15 cents). 
Department of Educational Research, Detroit, Mich. 

Pamphlet on The Teaching of Spelling by Suzallo (free). 
American Book Co. 



Volunteer Spelling Blanks 



Teachers Bureau of Education. 
228 Third Ave. N. Nashville 
(For use in Grades 3-8) 



ELEMENTARY SCHOOLS OF TENNESSEE 65 

ARITHMETIC 

GENERAL PRINCIPLES. 

I. The Aims op the Study of Arithmetic. 

1. To give the pupils the knowledge of those arithmetical 
facts and fundamental processes necessary to interpret and 
solve the problems met by every person in doing the world's 
work and to develop skill in using them. 

2. To develop in the child power to reason accurately in 
the face of as complicated data as will be likely to occur in the 
problems met in everyday life. 

3. To develop skill, rapidity, and accuracy in the use of 
numbers required in the ordinary business transactions and 
practical affairs of life. 

4. To satisfy the child's felt need for a knowledge of the 
laws of number and to aid him in interpreting the quantitative 
relations of life. 

Having briefly stated the general aims to be attained by 
the course of study in arithmetic, it seems desirable to sketch 
in a brief way a minimal course without which a child can not 
meet the quantitative situations of his environment or success- 
fully handle the arithmetical tasks which confront everyone in 
the daily routine of life. 

II. A Minimum Course Suggested 
A minimum course should cover the following topics : 

1. The' fundamental operations with whole numbers and 
fractions, both common and decimal. The denominators of 
common fractions limited to those found in usual business 
practice. Decimals limited to three or four places. Relation- 
ships of common to decimal and to per cent fractions. 

2. Problems.: Only those of common occurence in the 



66 COURSE OF STUDY 

lives of every iudividiial. (a) To find the fractional part of a 
number, (b) To find what fractional part one number is of 
another, (c) The same as (a) and (b) with reference to 
decimal fractions. Percentage as involved in these two types 
of problems, (d) To find the cost or amount of any number 
of articles, given the cost or value of one, three, a dozen, or a 
hundred, (e) Simple ratio and proportions. 

3. Percentage and its applications, (a) The first and 
second cases of percentage, as indicated in 2 (a) and (b). Com- 
mon business applications of percentage; interest at ordinary 
rates for year and month, and for usual periods of days; com- 
mission and brokerage, commercial discount; profit and loss; 
taxes and insurance; first and second cases only of percentage 
apjjlied to these problems. 

4. Business forms : bills, receipts, drafts, checks, money 
orders, deposit slips, bank books, express and freight bills, 
parcel post, postal savings, and the like. 

5. Denominate numbers involving problems of actual con- 
ditions. Linear measure: inch, foot, ya,rd, rod, mile, kilo- 
meter, meter. 

The following topics ofl'er a suggestive list upon which type 
problems may be formulated: 

The child and his games. 

The child and his play. 

Purchasing: articles at the store and in marketing. 

Cost of recreation trips to the parks, moving pictures, thea- 
ters, lectures and other public amusements. 

Computing of a child's earnings and savings in running 
errands, selling papers, doing work at home and for neighbors, 
etc. 

The cost of his clothing. 

Family budget, income, cost of family marketing, other 
expenses such as clothing, house furnishings, fuel, rent, fire and 
life insurance, telephone, light, car fare, church, contributions 
to charitv, etc. 



ELEMENTARY SCHOOLS OF TENNESSEE 67 

Computing individual and class scholarship records. 

Computing cost of schoolroom supplies, janitor's supplies, 
and other expenses of the school plant, coal, light, labor, etc. 

Keeping of the family accounts — payment of bills, family 
checking account, family bank savings account, deposit slips, 
interest. 

Economy of cash purchases and in large amounts. How 
much can be saved. 

Various tradesmen's expenses. 

Measuring a garden; expenses connected with gardening; 
market value of the products of gardening; net profits. 

Cost of keeping a horse and buggy ; the upkeep of an auto- 
mobile. 

Expenses of a vacation trip. 

Telephone and telegraph rates. 

Water rates. 

Taxes on home and public property. 

Study of the postal system — stamps, special delivery, regis- 
tered mail, money order, parcel post, postal savings, etc. 

Thrift Stamps, War Savings Stamps, Liberty Bonds, (in- 
terest on same). 

Cost of public improvements, street pavements, lighting, 
etc. 

Distances by trolley, steamship and by rail between differ- 
ent points with comparisons of rates and schedules. 

City and United States Government expenses. Different 
forms of revenue. 

Problems in manual arts. 

Gardening, Farming, Fertilizing, Problems of corn clubs, 
pig clubs, tomato clubs, and the like. 

Cost of yield per acre including taxes, labor, interest on 
the investment. 

Cost of growing corn, oats, tobacco, wheat, cottou per acre. 

Milk production on dairy farm. 

Milk record sheets. 



68 COURSE OF STUDY 

Important Principles Bearing Upon Arithmetic Teaching. 

1. Reality. In the elementary school only such problems 
or exercises should be undertaken which have a basis of reality. 
That is, problems which would be likely to occur in the child's 
experience either immediate or remote. Impractical problems 
are not to be omitted because they are difficult but because 
they are useless, and if learned, will be forgotten through lack 
of use. A few examples of the sort of problems not to give 
will illustrate this point. They are taken from modern text 
books. 

(a) A cistern capable of holding 464 cubic feet of 
water is 1-3 full. Express the amount of water in cubic feet 
and cubic inches. (In the first place this problem is unreal, 
since we could not know that it was 1-3 full unless we already 
knew the answer to the problem; secondly nobody would ever 
want to know such a fact with reference to a cistern.) 

(a) Since the interest on |500 for 3 years, 4 months, 17 
days at 6 per cent (absolutely never would occur. Interest is 
collected annually, and if not collected is added to the princi- 
pal at the end of each year.) 

(b) Since the interest on |500 for 3 years, 4 months, 17 
one nail .cost to the nearest thousandth of a dollar? (This 
problem is invented merely to make exercise in division of 
decimals.) 

There are enough real problems in life to furnish practice, 
to teach problem solving; and if drill merely is desired, just 
drill and do not waste time on problems that are certain never 
to occur in the affairs of everyday life. 

2. Interest. Children are ordinarily interested in arith- 
metic for several reasons : first because they enjoy the mental 
activity involved and they look upon it as a game; secondly 
because it is definite, the children know when they have com- 
pleted the work. This gives them satisfaction or a feeling of 
mastery. In the third place children are interested in arith- 
metic because they can see a need for it. Then everyday ex- 



ELEMENTARY SCHOOLS OF TENNESSEE 69 

periences call for arithraetical calculations. We as teachers, 
therefore, should see to it that our methods of instruction 
utilize the instincts of children — that is, make the study of 
arithmetic a game; the drill material for example can be put 
largely on a competitive basis ; problems can be made interest- 
ing if the children are allowed to play store, banking, 
and so on. 

If the problems and exercises deal with situations which 
the child has met in his everyday life he will be more interest- 
ed than otherwise. 

A hoy will be more interested in the percentage or battery 
average of a ball player than he will in a problem that requires 
him to find out how many per cent gold is heavier than silver. 
Find out what children are interested in both in school and 
out and relate the arithmetic work to these things. 

Begin a new process, say percentage, with an interesting 
problem rather than a long explanation of how the process is 
carried on. 

Use arithmetical games, contests, and races as means or a 
motive for drill when such games are just as instructive as 
mere formal drill. 

"Associate arithmetical work, social activities, variety, and 
action." 

8. Drill. A large portion of the time in arithmetic is 
given over to drill. It is necessary, therefore, that teachers 
be careful as to the methods by which drill is carried on so 
that time is not wasted either in the learning or in the retain- 
ing. 

The steps in an effective method of drill are sometimes 
given as follows : 

(a) The purpose in any drill is to make the associa- 
tions in such a way that their recall will be automatic. 

(b) For sake of economy in fixing the number combi- 
nations that are to be drilled, the lesson should be motivated. 
To want to do a thing is the best assurance a teacher can have 
that the child is going to learn it and learn it quickly. The 



70 COURSE OF STUDY 

teacher must see tliat the child wants to form the habit. This 
is fundamental. 

(c) The child must understand the steps in the pro- 
cess to be drilled. No drill should begin before the child knows 
exactly what is to be done. 

(d) Drill is the repetition of subject matter already 
learned. Repetition must &e regular, daily repetition is best, 
drill periods should be short. Five or ten minutes a day, 
every day, will almost assure accuracy and speed on the part 
of the children. Eepetition should be carried on only when 
the children are giving absolute attention; aimless repetition 
is wasted time. 

(e) Insist on speed and accuracy. 

(f) Vary the nature of the drill lesson and the method 
in which it is conducted. 

(g) Do not have many drill lessons where one or two 
children only are working at one time. Written drill is bet- 
ter than oral unless you devise some way to find out what the 
child's response has been in each case. 

(h) Drill only on those things which the child will 
use very frequently. Do not spend time for example on such 
as this, 345,814,396^15, etc. 

(i) The greatest waste in drill is learning a thing well 
and then neglecting it for a year or two or even a month. Do 
not let a long time elapse between repetitions of drill on the 
essentials. 

(j) Do not drill too much at the first learning. Drill 
briefly and frequently. 

(k) All children do not require the same amount of 
drill. 

4. Meanings and Definitions in Arithmetic The meaning 
of numbers, groups of numbers, operations, measures, geomet- 



ELEMENTARY SCHOOLS OF TENNESSEE 71 

rical facts, and business practices are most easily and perma- 
nenth^ learned by use. Definitions, rules, and the like are 
to be avoided at the beginning of any topic and in many 
cases entirely. For example, to have the children to define 
a fraction is not nearly so helpful in testing their knowledge 
as to tell them to write as many fractions as they can in two 
minutes or to tell which of a certain group of fractions are 
greater than one. 

5. Prolilem Solving 

(a) A good problem is one which deals Avith a situa- 
tion which is likely to occur, and should be solv- 
ed in a natural way; it should be as concrete as possible; and 
should be almost as interesting as such a one would be in ac- 
tual life. As a matter of fact, arithmetic problems found 
in the children's real life situation at home, in the clubs to 
which they belong, in their own enterprises, should be utilized 
as frequently as possible. Solving one real problem is as 
valuable as a dozen made up just for practice sake. Many 
schools draw all problems from projects carried on by the 
children. When such problems cannot be supplied, the word- 
ing of the problem ought to be clear and the meaning of facts 
described thoroughly understood. 

(b) Thorn dike gives these directions for solving problems: 

First : If you know surely how to solve the problems go 
ahead and solve them. 

Second : If you do not at once see how to solve the prob- 
lem consider the questions, the facts, and their use, asking 
yourself: What question is asked? What am I to find out? 
What facts are given? From what am I to find it? How 
shall I use these facts? What shall I do with the numbers 
with what I know about them? 

Third: Plan what you are going- to do and whv. and 
arrange your work so you will know what vou have done. 



72 COURSE OF STUDY 

Fourth: Check the answer obtained, to see if it is true 
and reasonable. 

(c) Analysis of problems is important, particularly in the 
upper grades, but frequently teachers insist on such a com- 
plete, detailed analysis that real thinking is interfered with. 

(d) Do not expect all of the children to solve all of the 
problems. There are always some children in every class who 
cannot solve some of the problems just as there are some 
people who cannot run one hundred yards in ten seconds. 

6. Checking The Answer'. 

One of the most helpful means of fixing correct habits 
of work in arithmetic is to require the children to check the 
work just as soon as it has been completed. Checking by an 
answer book is not neaiiy as effective as checking by some of 
the other methods, as for example, checking division, by mul- 
tiplying the quotient and divisor. Checking is important 
chiefly because it fixes right habits and because it insures 
accuracy. Checking is also required in practical affairs where 
there are no answer books to guide. Children who check 
their o"s\ti work should not be required to solve as many 
problems or exercises as pupils who check by an answer book. 
Checking itself provides just as good drill as the first solu- 
tion itself. 

7. Labeling of Problems. 

In solving problems teachers should not require any more 
labeling of numbers than is required for clearness. 

8. Oral Work. 

A much greater percentage of the time should be given 
to oral work than is now the practice. In the lower grades 
fully three-fourths of the time should be devoted to oral 
work, while in the upper classes fully half of the time should 



ELEMENTARY SCHOOLS OF TENNESSEE 73 

be spent. Many of the exercises in the texts which are la- 
beled tvritten can and should be done without pencil. Use 
pencil only when necessary is a good principle to keep in 
mind. Teachers should remember that the methods used 
in oral or mental calculation are not the same as in written 
work. For example 98X27 orally is 27X100, less 2X27, 
while in written form it is 98x27=2646. The only way to 
learn to solve problems without pencil is to solve them that 
way. 

9. Standard tests in problem solving and fundamental op- 
erations. 

In order that teachers may know whether their children 
are measuring up to required standards it is desirable that 
some of the widely used tests for abUity in the fundamen- 
tals and problem solving be given. County supervisors and 
superintendents should aid in this matter. These tests are 
not difficult to give and for a teacher's use the directions 
supplied with the tests are adequate. Checking the work by 
such tests improves the teacher's work just as a test spurs 
up the children's work. The children too take great inter- 
est in the standing of their grade or school as compared with 
others. 

The following tests are suggested: Fundamental opera- 
tions. 

First: Cleveland Survey Tests. Chas. H. Judd, School 
of Education, University of Chicago. 

Second: Courtis Standard Tests, Series A and B. S. A. 
Courtis, 82 Eliot St., Detroit, Mich. 

Third: Monroe's Diagnostic Tests. Public School Pub- 
lishing Co., Bloomington, 111. 

Fourth: Woody's Arithmetic Scales, Bureau of Publi- 
cations, Teachers- College, Columbia Universitv. 



74 COURSE OF STUDY 

Reasoning. 

First: Courtis Reasoning Tests. S. A. Courtis, 82 Eliot 
St., Detroit, Michigan. 

Second : Monroe's Standardized Reasoning Tests, Public 
School Publishing Co., Bloomington, 111. 

Third : Stone's Reasoning Test Bureau of Publications, 
Columbia University, New York. 

The standards that are to be attained in each grade are 
furnished with the tests. 

10. Accuracy and Speed. 

Remembei- that after all accuracy and speed in the use 
of the fundamental operations is the most important end to 
be accomplished. These are gotten only by insistence upon 
both, '^'^'^ork rapidly and accurately and require the children 
to do so. Accuracy is developed upon the basis of knowing 
the fundamental connbinations automatically, the ability to 
make legible figures, and to copy figures accurately, checking 
work, upon ])lanning work in problem solving. Speed depends 
UY>on accuracy and the rate at which the pupils can make the 
fundamental combinations. Limiting the time in which work 
must be accomplished is the best means of speeding up pupils. 
Short cuts increase speed while excessive labeling and long 
analysis waste time. 

11. Supplementary Books. 

For the sake of additional problems and drill material it 
is advisible for teachers to have copies of several good modern 
arithmetics on hand. 

The following books will be helpful to teachers. Even if 
a teacher cannot buy all, one is better than none. Several 
teachers in the same school or neighboring schools may co- 
operate and exchange books. 

1. Klapper, Teaching of Arithmetic. D. Appleton Co., New 
York. 



ELEMENTARY SCHOOLS OF TENNESSEE 75 

2. Tliorndike, New Methods iu Arithmetic, Raud, MciS^ally 
Co., New York. 

3. Brown and Coffman, How to Teach Arithmetic, Row 
Peterson, Chicago. 

4. Stamper, Text book on the Teaching of Arithmetic, 
American Book Co., Cincinnati. 

5. Smith, Teaching of xlrithmetic. Teachers College Re- 
cord, Columbia University. 

6. Stone, Teaching of Arithmetic. 

7. Overman, Principles and Methods of Teaching Arith 
metic, Lyons and Camahan, Chicago. 

For Supplementary Drill and Problem exercises and 
methods of drill the following are suggested: 

1. Courtis Standard Practice Tests, World Book Co., Yon- 
kers, N. Y. 

2. Studebaker Economy Practice Exercises, Scott, Fores- 
man Co., Chicago. 

3. Thompson's Minimum Essentials, Ginn & Co., Chicago. 

4. Madden and Turner, Rural Arithmetic, Houghton Miff- 
lin Co., Boston. 

5. Thorndike, Thorndike Arithmetic, Rand, McNally. 
Chicago. , 

6. Hoyt and Pert., Every Day Arithmetic, Houghton. Miff- 
lin, Boston. 

Arithmetic in First Three Grades. 

The teacher of young children should recognize and build 
upon all that the child brings to the school by way of num- 
ber experience. The child of this period lives in a world of 
personal, direct contacts in the home and neighborhood life. 
He comes to school with ]>lay experiences that hold nnnibpi' 
content, counting, massing, classifying; and more real con- 
tacts in use of money, assisting mother in her cooking pro- 



76 , COURSE OF STUDY 

cesses by bringing certain number of eggs, certain quantity 
of sugar and butter, etc., helping father to measure feed for 
the farm stock, gathering eggs and classifying by putting in 
fresh pile from those gathered earlier, weighing butter for 
sale, filling 16 and 24 quart crates with berries, counting 
vegetables for marketing. All these and many more force us 
to appreciate that number should be handled incidentally to 
other subject matter, but continually seizing every opportuni- 
ty for using it and then stressing its significance. 

Your own community will furnish material peculiar and 
close to the lives of your children. If logging or lumbering, 
if mining or agriculture is the industry of your district, draw 
upon these first hand experiences for material and let your 
beginning number work have reality and \4tality. 

The first three grades should establish familiarity with 
fundamental processes — counting, addition, subtraction, multi- 
plication, and division are all introduced during this period, 
not abstractly, not formally, but by letting number grow out 
of social situations that call for use of calculation. 

When ends become defined to a child with problems to be 
solved, preference and selection must be made; witli no limits 
he could not be conscious of quantity. We find young chil- 
dren massing stones, then selecting them to outline a garden. 
This requires estimating in solving crude calculation. All 
play activities of the young child, ring games, competitive 
games, building, fashioning, modelling, decorating, call forth 
the direct response of number sense and instinct. 

It is the part of the school in addition to this to lift num- 
ber to conscious realization by supplying definite problems 
and showing the processes necessary in solving them. The 
simplest process perhaps is counting, and adding is but short 
cut of counting. In order to put before us definitely how this 
is to be accomplished the following outline may prove sug- 
gestive. 



ELEMENTARY SCHOOLS OF TENNESSEE 77 

First Grade. 
Note to the Teacher: 

The adopted book, First Journeys in Cumberland— Harris 
and Waldo, should be in the hands of the teacher. It is 
filled with suggestive matter from the child's own world 
that the teacher may build upon in her daily work. 

I. Counting. 

(a) counting to 100 by I's 

(b) from 10 to 100 by lO's 

(c) from 5 to 100 by 5's - 

II. Measuring — Comparison of ' 

long, short 

wide, narrow 

use of inch and foot ■' 

use of cent, nickle, dime, dollar. 

III. Playing Games: 

■J 

Ring Toss — values 5 and 10 

Bean Bag 

Ten Pins 

Use of simple addition and subtraction in scoring in 

all competitive games — 

Note: — Plaij games for their otvn sake rather than for the ' 
teaching number. Number becomes a necessity to the child 
when competition becomes the important end. 

IV. Written Symbols up to ten — 

1-2-3-4-5-6-7-8-9. 

V. Eeading Numbers — 

Telephone numbers / 

Pages of books 

Road-side signs 

Calendars' 

Clock face 



78 COURSE OF STUDY 

VI. Addition — Combinations wliose sum does not exceed ten. 
Suggestions for Teachers : 

During tirst six oi- seven months use all the opportuni- 
ties that present themselves tor counting such as those ati'ord- 
ed by games, counting out, choosing sides, in arrangement 
and classification of materials, crayon, pencils, books in cup- 
board, distribution of materials for dailj' work. Eepeat fre- 
quently so that counting becomes automatic and groups are 
easily recognized. 

In oral English let children tell of home experiences in- 
volving use of number. 

1. Setting table for their family — 

Knives, forks, spoons, 
plates, cups, and saucers, 
napkins, chair^. 

2. Buying at the store for mother — 

Money values, 
measuring values. 

3. The setting and hatching of chickens. 
Suggested Problems: — 

I. The building of a play house or combining them into a 
Village. Material: Dry goods boxes, saw, hammer, nails. 
Number experience in measuring — proportion and compari- 
son of size both in house and furnishing. 

II. The School Picnic or Festival Party. 
Number of paper plates, 

Number of napkins 

Number of sandwiches needed. 

Amount and proportion of — 

Lemons, 

su£rar, 

water 

to make lemonade. 



ELEMENTARY SCHOOLS OF TENNESSEE 79 

Books for the TeacJief to Read — 

1. Psychology of number — McGlellan and Dewey. 

2. Teachers College Record, March 1903 — McMurry. 

These are wholly from the adult standpoint for the teacher 
herself. 

Second Grade. 

Note to the Teacher: J 

First Journeys in Numberland should he in the hands of 
the teacher and pp 81 to the end of the book will form the 
basis of the work of the Second Grade. The teacher can get 
helpful material from Wentworth & Smith's Primary Arith- 
metic. This work will prepare the pupil for use of the text 
in the Third Grade. 

Definite Accomplishments. 

I. Counting as in grade I using more difficult processes 
— counting to 100 by 2's. 

II. Heading and writing of 3 digit numbers. 

III. Use of simple fractions in all industrial processes— the 
use of 1/2 inch, 1/2 foot; simple cooking processes involving 
measurement, using cup, 1/2 cup, tea-spoon, 1/2 tea-spoon, pint, 
quart. 

IV. Acquaintance with certain symbols +, , x, =, % 4 

V. Eoman numerals through 12— to master telling time. 

Suggested Problems: 

I. The School or Home garden, making of a simple dia- 
gram showing arrangement of beds for planting, size, etc. 
Buying of seeds. 
Cost of plowing, 



80 COURSE OF STUDY 

Sum up cost of production. 
I Calculate income from sale of vegetables. 

Profit — ^How to invest it— How much will it buy? 

II. Store to sell garden products, Christmas toys, groceries, 
involving, 

Exchange and money values 
Price Signs — writing numbers 

Weighing, measuring: dry-peck, bushel, quart; wet- 
quart, gallon. 

Third Grade. 

Adopted Text— AVentworth & Smith's Primary Arithmetic 
to page 150. 

Definite Accomplishments. 

I. Reading and writing numbers to any limit that chil- 
dren are ready for. 

II. Addition of 45 combinations and subtraction, using re- 
verse. New problem of carrying in addition. Multiplication 
through six or seven. Simple division, no larger divisor than 9. 

III. Adding and subtracting the simpler fractions with 
common denominator. 

IV. Usage of such terms as sum, difference, product, mul- 
tiplier, divisor, also the sign -f-. 

V. Much oral work — associating number constantly with 
life experiences and usage; 5 — nickle; 6 — % dozen, y^ foot; 
12, dozen; months of the year, inches in foot, hours on clock 
face, etc. 

VT. Written work simple enough in form to establish ha- 
bits of accuracy and correctness. - 

VTT. Certain skills acquired through short snappy drills to 
facilitate the use of number, and to make the fundamental 
processes automatic. 



ELEMENTARY SCHOOLS OF TENNESSEE 81 

Suggested Prohlems : 

I. Possible campaigns put ou at school. 

Red Cross^ 
Famine Sufferers 

Buying new piano. ' 

School Entertainments — 
Price of tickets, 
Number needed, 

Capacity of audience room, etc, 
Advertisements. 

II. Dairy farm — 
Marketing the milk, 

Number of cans of milk, from how many cows ? 
How much does average cow yield? 
How many quarts and pints from can of milk ? 
Care of cows? cost of feed? cost of labor? 
Retail price of milk per quart, per pint. 
How many families supplied? 
Is it a profitable business? 

Creameries — 

Cheese factories in neighborhood. 

Wholesale price paid for milk in large quantities. 

Advantages over retail market. 

Variety of milk products. 

Butter, buttermilk 

Sweet milk, cream. . 

Cheese. 

Transportation proW em — 

Trucks,' railroad, interurban, 

horses, wagons. ... . 



82 COURSE OF STUDY 

Fourth Grade. 

I. Review. 

In the fourth grade the childreu should review the num- 
ber facts they have already gained in the primary grades. 
Drill on fractions in common use as 1/2, 1/3, 1/4, 1/5. The 
review should not all be done during the first of the term, but 
distributed throughout the year. Continuous review is es- 
sential to the formation of permanent habits. It is best to 
introduce the review through the arithmetical situation based 
upon the experiences of the children ; playing store, vacation 
expenses, games, and the like. Review based merely on ab- 
stract number combinations is neither interesting nor pro- 
fitable. 

II. Advanced Work. 

The essentials of the fourth grade are : 

1. Long division. 

2. Four fundamentals. 

3. Easy common fractions. 

4. Practical measurements. 

5. Easy problems based upon the child's experience. 

1. The mastery of the technique of long division is the 
chief point in the new work of the fourth grade. In pre- 
paration for long division the children must have thorough 
drill in the tables. Daily drill upon such problems as : How 
many times is 9 contained in 64, in 83, in 35? 

A need must be shown for long division before the work 
is undertaken. This is essential to good results. It is well 
to find a problem situation which involves numbers which 
cannot be handled by short division. 

The work in long division is approached by showing its 
similarity to short division as indicated in the text. The 
four steps in long division which every child must know are : 

First. Estimate how many times the divisor can be found 
in the partial dividend. 



ELEMENTARY SCHOOLS OF TENNESSEE 83 

Second. Multiply the divisor and the trial quotient. 
Third. Subtract the product from the partial dividend. 
Fourth. Bring down the next iigure. 
These steps siiould be learned thoroughly in a problem like 

154-1-11=14 

in which the 
trial quotient numbers are easily obtained. Brilli should then 
follow in which the divisors are 21, 31, 41, 51, etc., so that 
the estimated quotient will not often be changed. Next num- 
bers like 21), bd, 49, etc., should be used so that the child 
will learn to think 30 for 29, 40 tor 39, and so on in esti- 
mating the quotient. Then take up divisors like 22, 32, 42; 
28, 38, 68; 23, 27, 33, 37; and finally 25, 35, 75. 

Do not always select exercises that will come out exactly 
even. Get the order of procedure first. The chief errors in 
long division on the part of children are: 

(a) Having remainders larger than the divisor, 

(b) fundamentals, (c) failing to write zeroes in the quo- 
tient or writing too many zeroes. Teachers should be on the 
lookout for these and similar errors. 

2. Standard tests should be given to determine the speed 
and accuracy in the fundamental operations. 

Emphasize S2^eed and accuracy. Develop pride in the chil- 
dren in attaining these ends. This is the greatest aid known 
to good work. 

Daily drill— three to five minutes — on the fundamental 
operations is the only method by which to develop permanent, 
valuable, dependable habits of rapid and accurate calculation. 

Set time limits in which work shall be done as a valuable 
aid to improving speed. 

Checking results of work done is a valuable aid in improv- 
ing accuracy. 

Avoid the use of large numbers. 

The following types of exercises are the sort which the 



84 COURSE OF STUDY 

fourth grade child should know when he leaves the grade; 

Add: 4186 $ 81.79 | 12.89 

9287 817.90 48.23 

4381 347.60 



Subtract : 2936 1986.45 

1987 478.64 



Multiply: 29 892 876 

38 63 201 



401.43 

56.75 


189.25 
56 



Divide: 920-f-87 7782^56 $4856-^29 



3. The work in fractions for the fourth grade should 
involve only the addition of and subtraction of the simplest 
fractions that can be handled by inspection. Finding the 
fractional part of a number, like 1/4 of 36, or 2/3 of 18 is 
important. Problems should be the chief basis of all the 
work in fractions. Abstract drill in fractions must be very 
limited. At the end of the year the children should know 
facts like these in fractious: 

1/2+3/8 1/2+3/4+1/8 2/3—1/2 

2/3 of 96 7 2/3—3 1/2 

4. The work in measurement of this grade should be en- 
tirely concrete in the beginning. The way to learn to measr 
ure, is to measure, not to learn tables. Tables should be learn- 
ed only after the ideas have been thoroughly grasped through 
use in the home and school, children should be required to know 
by experience the inch, foot, yard, rod, mile, ton, pound, ounce^ 
peck, quart, gallon, bushel, pint, hour, second, minute. The 
children are always isterested in games involving the guess- 
ing or estimation of weights, distances, heights, volume, and 
the like. At the end of the year the child ought to be able 
to demonstrate his actual knowledge of the above facts of 



ELEMENTARY SCHOOLS OF TENNESSEE 85 

measurement. Also he should be able to complete statements 
like these: 

1 ft. = ? 16 oz. = ?lb. 

7 ft. = ? in. 7 pk. = ? bu. 

7 Td.= ?ft. 2 hr. = ?min. 

1 mi.= ?rd. 3 gal.= ? qt. 

5. The problems of the fourth grade should not involve 
more than two steps and if possible be taken from the experi- 
ence of the children. Do not think that the problems in the 
book must all be solved. Problems made up by the teacher 
and pupils from experiences in the school or at home are 
better generally than the ones in the text book. In teaching 
children to solve problems in this grade, be sure thiat the 
children have the facts of the problem in mind, let them tell 
how they are going to solve it^ — and ask them to check their 
results. Do not insist on too detailed an Analysis. It fre- 
quently interferes with good thinking. 

Problems of this difficulty are hard enough for fourth 
grade children : 

1. I have |9,786. How much more must I have to buy 
a farm costing 117,225? 

2. What will 24 quarts of cream cost if one gallon costs 
|].60. 

3. A man bought a farm for |16,575 at |85 per acre, 
fiow many acres did he buy? 

Fifth Grade. 

Adopted Text, Wentworth & Smith, Grammar School 
Arithmetic pp 1—140. 

Review. 

1. Notation and numeration. 

2. The fundamental operations in whole numbers. 

3. Factors, divisors, and multiples of numbers easily 
factored. 



86 COURSE OF STUDY 

Advanced Work. 

1. Common fractions. 

2. Measurements. 

Suggestions for Putting into Effect. 
T Review. 

Tlie pupil sliould be taught to read any number in general 
use both in the Arabic and Roman Systems. The Roman 
System is used principally for numbering chapters in books 
and for expressing the years on cornerstones of buildings, 
etc. The seven symbols. I, V, X, L, C, T>, and M, in combi- 
nations should be taught, and also the additive and subtrac- 
tive principles. That is, the child should understand that 
placing a symbol of smaller value to the left of one of lar- 
ger value sfubtracts, while placing the smaller to the right, 
adds. 

2. Give pupils drills that emphasize speed and accuracy 
in all the four operations. Complete the multiplication and 
division tables. Some of the many standardized drills such 
as the Courtis, or Studebaker drills, are very helpful as 
guides to the teacher. Encourage the pupil to excel his own 
previous record in time and accuracy riather than compete 
with his class-mates. Competition with self gives every child 
an opportunity to excel. Make the drills brief and of fre- 
quent occurrence. 

3. Meaning may be given to factors, divisoTs, and mul- 
tiples by numerous illustrations. The illustrations and drills 
should make vise of numbers that are used as denominators 
of fractions in current business usage. Drill Avith numbers 
of this type should prepare for reduction of fractions to 
lower terms, and for addition and subtraction of dissimilar 
fractions - the chief practical applications of divisors a.nd 
multiples in arithmetic. Have the pupil understand that 
cancellation involves the principle of reduction, and that 
common divisors must be found for numerators and denomi- 



ELEMENTARY SCHOOLS OF TENNESSEE 87 

natorsi. The process of cancellation is of so much value to 
subsequent work in arithmetic that it should be practiced 
until the pupils become proficient in its use. 

4. SuflBcient time should be spent in measurements of 
time, length, surface, and weight to fix the work already 
covered in these subjects and prepare for additional work 
of larger scope. 

II. Advanced Work. 

1. Common fractions constitute the chief topic for this 
grade. Care should be used not to include too many exer- 
cises involving large and unusual fractions, but the emphasis 
should be put upon fractions in general use in the business 
world. These rarely include fractions with denominators 
other than 2, 3, 4, 5, 6, 8, 10, 16, 32. The pupil should thor- 
oughl}^ master the purely mechanical operations of reduction, 
both ascending and descending — addition, subtraction, mul- 
tiplication and division of common fractions with the denomi- 
nators named. 

Spend very little time on the formal definitions, but give 
the child the primary idea of the fraction as one or more of 
the equal parts of a whole. 

Much of the work should be oral. Encourage the child to 
perform most of such exercises as are found on pages 60, 63, 
64, 72, and 83 without the laid of pencil and paper. 

A little time should be given to simplifying such complex 

3 1/3, 21/2, 

fractions as — etc. Such simplifications should be 

10 10 

based upon the principle of reduction, namely, that multiply- 
ing or dividing both terms of a fraction by the same number 
does not change its value. 



88 C 


-:ouh 


ISE OF STUDY 


Illustration : 








3^j 

/ a 


■■ X 


Z 


3o 


3 o 
und, 


~ - 


/ o 


7.3 


^^ 


X 


•7- 


- 1y 


/ O 


7-0 





^ 


Z- 


' '/^ 



In the addition and subtraction of dissimilar fractions em- 
phasize such concrete illustrations as those given on pages 
58 and 59 of the text, and supplement them with other similar 
comparisons. 

Ordinarily the multiplication &nd division of fractions offer 
little difficulty. Do not attempt to have the child understand 
the vylvy of every process unless he asks, but emphasize the 
liovi). Employ cancellation freely. 

2. Measurements. The work in measurements should in- 
clude the learning of the tables of liquids, weights and meas- 
ures, and the simpler fundamental operations with denominate 
numbers of one and two orders, such as dollars and cents, 
gallons and quarts, feet and inches, pounds and ounces, etc. 
In addition to this, floor plans of chicken houses, simple floor 
plans of dwelling houses, etc., and the finding of the amount 
and cost of nitaterial, may be introduced. 

The problems on page 139 suggest many others of similar 



ELEMENTARY SCHOOLS OF TENNESSEE 89 

type on Tomato Clubs, Pig Clubs, Corn Clubs, etc. Also, the 
problems on page 140 suggest similar ones on road building. 

The exercises in the text headed, "Problems Without Num- 
bers," are of great value in helping the child to understand 
number relations, and all such exercises should be emphasized. 

The "Industrial Problems" alsio offer fine opportunity for 
correllating arithmetic with life. Be free to adapt and sup- 
plement such lists as are given in the text with data collected 
by the children themselves relating to their own local environ- 
ment. 

The introduction of decimal fractions through the four 
combinations involving! dollars and cents may be mlade in this 
grade. Frequently combinations of the fifth and sixth grades 
may be made with profit and economy of time in arithmetic, 
since the topics are closely related. 

Sixth Grade. 

Adopted Text, pages 141-288. 
Review. 

1. Such as may be needed to fix the principles underlying 
the fundamental operations mth common fractions. 
Advanced Work. 

1. Decimal Fractions. 

2. Measurements. 

3. Percentage with applications in 

a. Interest. 

b. Discount. 

c. Commission. 

d. Profit and loss. 

Suggestions for Putting into Effect. 
I. Review. 

1. In this grade much of the fixing of the combinations in 
the four operations may be done in connection with problem 
solving, so that relatively more time may be given to ration- 



90 COURSE OF STUDY 

alization; tliat is, the tliiiiking process, and less to pure drill. 
Of course all the combinations in the addition, subtraction, 
multiplication and division tables should be made automatic 
by the time the child enters the sixth grade, and the drill ex- 
ercises are intended principally to detect weaknesses in such 
abilit}^ and correct them. 

II. Advanced Work. ^ 

1. The work in decimal fractions follows logically common 
fractions, and should be approached through common frac- 
tions. The child should be led to understand that certain 
common fractions are also called decimal fractions because 
of the peculiar relation of their denominators to 10 {decein), 
that is, that all fractions with denominators of 10, or some 
power integral of 10, are called decimal fractions, and may 
be written by a sort of shorthand notation in which a decimal 
point indicates the denominator. Practice should be given in 
changing common to decimal fractions, and vice versla. Then 
should follow the fundamental operations in commonly used 
decijnal fractions, which extend through the second and third 
places, rliow the validity of the laws of pointing off the mul- 
tiplication and division by first performing the operations with 
corresponding common fractions. 

Illustration : 

90 ; hence 0.6 x .15= .090 



(1) 6 x 15 


= 90 


10 100 
) 90 ^ 15 =. 


1000 
6 



1000 10 10 ; hence .090 ^ .15 = .6 

In division of decimals it will avoid much confusion and 
labor to show how the exercise with a decimal as a divisor 
may be changed to one with an integer as a divisor. 

Illustration : .090-^.15=9.0-~l5=.6 



ELEMENTARY SCHOOLS OF TENNESSEE 91 

Call attention to the principle that gives anthority for 
multiplying- or dividing both dividend (numerator) and di- 
visor (denominator) without la change of the quotent (frac 
tion) in value. 

2. All the denominate tables in general use should be 
learned and applied in such situations as are likely to confront 
the average farmer or business man. 

In lumber measure use the form of solution combining the 
various steps in one and employ cancellation. This is a great 
economizer of time, and also tends to accuracy. To illustrate : 
Find the cost of 36 pieces of timber 10 feet long, 4 inches wide, 
and 2 inches thick at |30 per thousand. 

Solution : 












•^ 



D;rawing to a scale certain geometric figures, such as rect- 
angles, squares, etc., and of floor pltans for barns, houses, etc., 
and the computation of the amount and cost of material re- 
quired to build simple structuresi may be made of much in- 
terest and of great value to the child. 

Develop the rule for findin,g areas of simple geometric 
figures by use of objects cut out of p&steboard, such as the 
illusitrations on pages 193, 194, 196, and 198 indicate. Volume 
measurements as applied to bins, roomsi (capacity of room in 
air), etc., may be made simple and helpful as suggested by 
the illustration on page 199. 

Certain business forms are of such practictal value that chil- 
dren in this grade should have some organized knowledge of 
the arithmetic involved. Problemsl arising from the transac- 
tions in the home of the child similar to those outlined on 
pages 158-165 will serve to motivate this work wonderfully. 

3. In beginning the topic of Percentage the pupil should 



92 COURSE OF STUDY 

he led to see tliat a "rate per cent" is merely a common or 
decimal fraction of the hundredths order. He should under- 
stand Ihat certain common or decimal fractions may have a 
mew name and a new form of written expression called 'per 
feut" and written with the symbol "%," or, just as decimal 
fractions, n.ay be thought oj' as certlain common fractions, 
namely, those with denominators of some integral power of 
10 and expressed in a new form with a decimal point, so the 
"per cent" fractions are certain common or decimal fractions, 
namely, those of hundredths order, land may be expressed in 
a new way. 

A great deal of attention should be given to transcribing 
fractions from any one of the three forms mentioned above to 
the other two forms. For example : 

// ^<^ y 



'^ 



/OO 






The ability to transpose such rates readily and correctly 
is of vast importance, for the reason thiat the form containing 
"%" is simply a symbol and may not be used as a factor or 
pdivisor until transcribed into the form of a common or a 
decimal fraction, and for the further reason that operations 
are more conveniently ciarried out with the rate in some one 
particular form than in other forms. Develop the method of 
changing siich fractions as 3/7, 5/6, etc. — whose denominators 
are not divisors of 100— to the "%" form by di\4ding the nu- 
merator by the denominator, carrying the quotient to hun- 
dredths, as 3/7=0.42 6/7=42 6/7%, 5/6=0.83 1/3=83 1/3%. 

Postpone one treatment of such rates as 1/8%, 2%, etc., 
until later. 



ELEMENTARY SCHOOLS OF TENNESSEE 93 

For example work iu this grade use situiations only involv- 
ing the direct case, that is, finding the per cent of a number. 
Emphasize the convenience of changing the form of the rate 
in such exercises as 25% of 48^1^ of 48, etc. 

Problems in simple interest with the legal rate of 8%, and 
the time in years, mouths, and periods of 90 and 60 days are 
of such practical vtalue and common occurrence that the pupil 
should be given some time in solving them. Problems made 
up from advertisements involving single discounts, such as 
occur in sales of various kinds, may be used to supplement 
those of the text. Commercial discounts allowed on large 
purchases, commission, profit and loss, are of sufficient gen- 
eral importance, and easy manipulation, to justify some at- 
tention in this grade. 

The problems in interest should involve only the finding 
of interest and amount, xls a form of solution the continuous 
process where cancellation may be employed is recommended. 
To illustrate : The interest on |150 for 90 days at 8% = 



/ >5^ 



^. 



/^O -5^-^. J ^n-i^t^-yt^^^^^ ^^ ^/^ = 



J 



//£^'^ /a£>. 



or, the interest on |180 for 7 months at 6%. 

The child should be led to see the importance of certain 
types of business which make the charging of commission and 
the giving of discounts advisable. For example, a fruit grower 
in Tennessee ships a carload of peaches to Chicago and ar- 
ranges with a man (commission merchant) there to sell the 
peaches to retail merchants. The grower piays the commis- 



94 COURSE OF STUDY 

siou meicliaiit a certain per cent of the selling price, wliicb 
is known as commission. If a merchant has a large stock of 
certain goods which he wishes to sell in order to make room 
for new stock he ma}^ offer the old stock for quick sale at a 
discount, or if a merchant is in the habit of purchasing large 
quantities of goods from manufacturers or wholesalers he may 
get certain discounts if he pays cash or pays within a specified 
time. Do not include problems having more than one dis- 
count. The question of profit and loss is one of more or less 
common interest and observation and should be presented in 
a systematic way in this grade. 

All of the problems for this grade in percentage, interest, 
commission, discount, and profit and loss should apply the 
finding of so many per cent of a number, and interest cases 
should be postponed until later. 

The teacher should feel free toi omit certain types of prob- 
lems in the text not related to the child's immediate or remote 
needs and adapt other problems involving the siame principles 
based upon the environment of the child and his probable 
future needs. 

Chapter VII of the text on 'How to Solve Problems" should 
be emphasized as a matter of economy of time. The short 
methods in multiplication and division, the discussions on 
analysis and interpretation, the industrial problems, and the 
stating of a problem in one step are all helpful. 

Much splendid problem material may be secured from any 
postoffice on postal rates, postal savings banks, etc. Similar 
information for problem material on telephone and telegraph 
rates may be secured from any local telephone or telegmph 
office. For further suggestions on sources for practical prob- 
lems see page (05) under ''A Minimum Course Suggested,"' 
above. 

Seventh Grade. 

Adopted Text, pages 289-416. 
Review. 

1. Make a brief review of the meaning of ''per cent" frac- 



ELEMENTARY SCHOOLS OF TENNESSEE 95 

tioiis, and of the changing of fractions from common to decimal 
per cent forms. 

2. Eecall the principle, and mtake some applications by 
way of review, of the direct case in percentage as applied to 

a. Successive Discounts. 

b. Interest. 

c. Banking. 

Advanced Work. 

1. Measurements including solids. 

2. Ratio and Proportion. 

.3. Applications of Percentage including: 

a. Successive Discounts. • 

b. Interest. 

c. Banking. 

Suggestions for Putting into Effect. 
I. Revieu\ 

1. Let the review in transposing be frequent and brief and 
continue through the grade wherever needed. 

2. Much oral drill on finding per cent of a number may be 
done in connection with problem solving. 

Advanced Work. 

1. The work in measurements may be extended in this 
grade to include areas of triangles, rectangles, parallelograms, 
trapezoids, as well as areas and volumes of rectangular solids. 
Develop the solution of areas and volumes by objects, begin- 
ning with the rectangles for surfaces, and the cube for solids. 
Suggestions such as found on pages 193, 194, 199 are helpful. 
After arriving at a general solution for such areas and vol- 
umes, generalize these solutions in formulas. For example : 
let I) == ha.^c, h = height, 1) = upper lase (in trapezoid). 
A = area, V =^ volume; then A (rectangle) ^ b X h; A 



96 COURSE OF STUDY 

(paralellogram) = bXli, A (trapezoid) = i/^ of hX(b+b)y 
V = 2 (length) X^Xw (widtli). These formulas afford an 
opportunity to introduce the idea of general number and also 
the algebraic method of solution, that is, the manipulation of 
the equation. 

More extensive work should be done in this grade on lum 
ber measure applied in problems of finding the cost of ma- 
terial for buildings, etc. 

Measurements and costs of plastering, papering, etc.^ 
should have some attention. 

Scale drawings for tables, desks, floor plans, etc., offer a 
good opportunity for correlating the arithmetic with indus- 
trial situations. 

2. Ratio and proportion are treated in this grade as a 
means of extending the practical concept, and giving an op- 
tional method of solving certain problems usually solved by 
the unitary analysis method. The chief difficulty encountered 
by children in comprehending the ratio idea is the failure of 
the teacher to correlate the ratio with previously conceived 
ideas. If the child can be led to see that a ratio is merely an 
indicated division, or a common fraction, expressed in a new 
form, the difficulty will largely disappear. For example, use 
such illustration las the following: ^ 

8-f-4= 8/4=8 A 

Dividend (8)= Numerator (8)= Antecedent (8) 

D^ivisor (4)= Denominator (4)=: Consequent (4) 

Division = Fraction == Ratio. 

The proportion expresses an equality of two ratios, and> 
offers a splendid tool for the solution of problems where rela- 
tions, or comparisons, are involved. In manipulating ratios 
and proportions make full use of the principle that both terms 
of a ratio may be multiplied or divided by the same number 
without changing the value of tlie i-atio. 

To illustrate : 2 2/3 :1 1/2=X :3 1/4. 



ELEMENTARY SCHOOLS OF TENNESSEE 97 

Multiplying the first ratio by 6 apd the second by i, the 
proportion becomes 16:9= 4X:13. 

The product of the means equals the product of the ex- 
tremes hence 36X=208, and dividing by 36, X=5 7/9. 

Problems on heights of trees, flag poles, etc., by propor- 
tion will be found of much interest to the children. Always 
have the children make their own measurements for these 
field problems. 

3. The chief topics for this grade are grouped under Ap- 
plications of Percentage. 

(a) The topic of Successive Discounts is of sufficient prac- 
tical value to justify a few days of careful work. Have the 
child understand the reason for such discounts, that is, a 
dealer may give one discount in consideration of the payment 
of the bill within 30 days, a second discount if it is paid with- 
in 10 days, a third for cash, etc. After the student under- 
stands how to take off the discounts separately, and that the 
order is immaterial, as illustrated in Exercise 12, page 345, 
show him that a short method is better for ordinary computa- 
tion of net prices, as follows: 

Find the net price of goods listed at |200 with discount.s 
of 25% and 10%. 

Solution : 

That is 3/4 of the list price remains after the first dis- 
count is taken off, hence the second list price would be $200 X 
3/4, while 9/10 of the second list price remains after the second 
discount is taken, hence the next price would be |200X3/4X 
9/10. 

(b) In the subject of Interest some of the short cuts, such 
as the 6% method, will be of value as means of economizing 
time. Little time need be given to Partial Payments. Applica- 
tion of the principles of percentage to industrial situations, 
such as suggested on pages 363-382 are of great importance 
Many of these problems may be easily adapted to local situa- 
tions. 



98 COURSE OF STUDY 

(c) Banking is of such great importance, both for the arith- 
metic land for the information involved, that some time should 
be given to a careful consideration of the various phases of 
the business. This topic also offers splendid opportunity to 
encourage thrift and energy. Careful attention should be 
given to the various forms, such as those shoAvn on pages 389, 
391, 393, 402, 403, and 407. 

Visits to a local bank for the purpose of acquainting the 
child with banking procedure may be arranged. 

The business of discounting notes is one of the most im- 
portant carried on by banks, and should have careful atten- 
tion. Where a note is given by a first party to a second and 
discounted by the second before it matures, the steps should 
be made very plain. Illustration : A gives B a note for |150 
June 1, 1921, to run 3 months, with interest at 6%. B dis- 
counts the note on July 1, 1921, the bank charging a discount 
of 8%. What are the proceeds ? 

Solution : (1) Amount of note at date of maturity =|152.25 

(2) Discount (interest) on |152.25 at 8% for 2 months (the 
term of discount) -= |2.03 

(3) Proceeds=|152.25— 12.03=1150.22. 

Call attention to the three distinct steps in the solution of 
problems of this type, then raise these questions : 

How much does B get? When? 

How much does the bank pay? When? 

Whom does A pay? When? 

How much would B have received had he held the note until 
it matured instead of selling (discounting) it at the bank? 

How much does the bank make out of the transaction ? 

Eighth Grade. 
Adopted Text, pages 417-530. 
Review. 

1. Finding the per cent of a number. 

2. Finding the rate, or rate per cent, when two numbers 
are given. 



ELEMENTARY SCHOOLS OF TENNESSEE 99 

3. Finding a number (base) when tbe part (percentage) 
and rate per cent are given. 

Advanced Work. 

1. Taxes. 

2. Insurance. 

3. Stocks and Bonds. 

4. Miscellaneous. 

Suggestions for Putting into Effect. 
I. Review. 

1. Most of the drill in finding such per cents of numbers 
at 10%, 121/2%, 25%, 33 1/3%, 50%, etc., should be oral. Un- 
usual rates, like 1/8%, 4%, etc., should be carefully drilled 
upon since the customary rates of brokerage, of taxes, aad 
in some instances of commission, are fractional per cents. 
Lead the child to see thtat 1/8%, is 1/8 of 1%, that .4% is .4 
of 1%, etc. 

2. Finding what per cent one number is of anotlier is 
merely writing a fraction that represents tlie fractional part 
the one is of the other and then transcribing the fraction to 
the per cent form. 

Illustration: What per cent is 3 of 8? 

Solution: 3 is 3/8 of 8; and 3/8=0.371/9=371/2%; hence, 
3 is 371/2% of 8. 

3. The finding of the base when the percentage and rate 
are given should be drilled upon slightly, and the child 
should see that the process is the inverse of finding the per- 
centage. That is, just as multiplying the base by the rate • 
gives percentage, so dividing the percentage by the rate will 
give the base. 

Illustration: A city wished to keep the tax rate down to 
1/10% and still raise |20,000. What must be the assessed 
value of the taxable property? 



100 COURSE OF STUDY 

Solution : Value of property X 1/10%=|20,000. 
Hence $20,000-^ 1 =20,000 X 1000 = |20,000,000. 



1000 



II. Advanced Work. 

1. The necessity for the payment of taxes in order to 
build school buildings, bridges, roads, afford protection to life 
and property, etc., should be brought to the attention of the 
children in approaching Taxes. Point out the custom of stat- 
ing the rate in your county, and show that a "rate of |2.40" 
means |2.40 taxes on each |100 worth of property, and that 
the rate .per cent may be found by the process: |2.40 = 2.4%. 



1100 



Where the rate is stated in mills show that the measuring 
is so many mills taxes on each |1 worth of property, as, '*24 
mills tax" means a rate of |0.024 = 2.4 = 2.4%. 



11.000 100 

Most of the work in taxes involves the direct case in 
Percentage, finding the amount of taxes when the rate and 
value of property are given. If a tax official, or a member of 
the county court who knows something of tiie taxing system 
of the county, could be secured to talk to the children about 
taxes, it Avould serve the double purpose of enlisting the in- 
terest of the official in the work of the school and giving the 
children a practical viewpoint of the subject. 

2. The topic of Insurance is one that contains a great 
deal of information of a valuable kind, as well as applications 
for arithmetical principles. Have the child understand the 
economic place of insurance in the business world and the 
value of proper provision for protection of life and property. 
This topic involves no new i^rinciples and its plac^ in arith- 
metic is largely justified because of its informational value. 



ELEMENTARY SCHOOLS OF TENNESSEE 101 

3. The subject of stocks and bonds is of more value than 
it has ever been because the people at large are pretty gen- 
erally a bond or stock-holding people now. The Liberty Bonds 
offer a splendid approach to this topic. Have some sample 
bonds, and shares of stock of some corporation, if possible, for 
members of the class to inspect. Many of the children can 
bring such samples from their homes. Bring out the distinc 
tions between a bond and a share of stock, such as: 

(1) The bond is merely a. proimissory note; 

(2) The share of stock is evidence of ownership; 

(3) The bond pays a fixed dividend (interest) ; 

(4) The share of stock pays, or fails to pay, a dividend 
according to the degree of success of the business ; 

(5) The bond fluctuates very slightly above or below par 
because of its fixed dividend; 

(6) The share of stock fiuctuates greatly above or below 
par because of its possibilities as to dividends. 

Call attention to the nature of organizations for carrying 
on business of various kinds, such as partnerships, stock com- 
panies, corporations, etc. Illustrate thoroughly the meaning 
of such terms as capital, dividend; shares, brokerag'e, etc 
Have the children suggest other illustrations of these terms 
with imaginary organizations of their own similar to the il- 
lustration on page 437. 

4. Among the miscellaneous topics that might be treated 
in the latter part of the eighth year are: 

a. Additional work in mensuration ; 

b. Square root; 

c. The Metric System; 

d. Various industrial problems. 

a. The work in mensuration should include the relation of 
the diameter of a circle to its circumference, the area of the 
circle, both developed objectively; the capacity of silos, the 
volumes of pyramids and cones, etc. 



102 COURSE OF STUDY 

b. The square roots of such numbers as are usually needed 
may be found by inspection. But since the usual process of 
extracting the square root is not difficult and since occasionally 
a situation arises where the child may want to know the square 
root of a number correct to a certain decimal place, it will 
be well to give a little time to the method and to the applica- 
tion in a few problems. The method employed on page 453 
is good. 

c. The Metric System is coming into more prominence than 
ever befoie in this country because of the closer relations 
growing out of the war of our own country with countries 
using the Metric System. The system is so scientifically per- 
fect and so easily learned when the underlying principle is 
understood that it should not offer serious difficulty in this 
grade. Have the child see that the scale is 10 or some power 
of 10, and that reduction consists merely in moving decimal 
points. Some attention should be given to equivalents of the 
principal units in our system of weights and measures and 
the Metric System. 

d. Emphasize the practical problems grouped under vari- 
ous headings in the latter part of the text, and feel free to 
adapt, or substitute, or supplement. 



ELEMENTARY SCHOOLS OF TENNESSEE 103 

LANGUAGE AND GRAMMAR 

Language in the First Three Grades 

As a rule little children come to us perfectly natural, not 
afraid to say, with perfect ease, what they think. They have 
confidence in themselves. Ours has been the blame in the past 
for suppressing this childish exuberance by our constant 
''don't talk", ''keep still", until when we have wanted the child 
of the fourth, fifth and sixth grades to talk he has had nothing 
to say and we have been exasperated by his dumbness and 
self-consciousness. 

The modern idea of education is to build constantly on 
what we have. Education is an endless process from birth to 
death, a constant accretion of new experiences, a constant 
unfolding of the individual. We must recognize the fact 
that the child comes to us with quite a bit of education. It 
is our duty to make use of what he has, from the first. He 
has a family— mother, father, brother, sister; he has pets — 
dog, cat, chicks, pig, bird, etc.; he knows how to play some 
games perhaps; he knows some stories — few or many; he has 
been to a circus perhaps, to the city, to church, to the store; 
he has certain possessions — a top, a knife, a doll, a wagon, 
toys, and various odds and ends dear to the heart of the little 
tot. From the very first day, lead the child to talk about these 
things ; in this way we overcome this shyness incident to com- 
ing into a new environment and begin to build up oral compo- 
sition work. 

A great deal of oral composition work should be done 
throughout the first three grades — a separate period may be 
used for this, but it is not necessary ; in the first two grades, 
,s.f any rate, it can go right along with the reading. Wliere 
the teacher has many grades, the language work of the first 
two grades can easily be done together, even the first three 
grades can be put together for this work, if necessary. The 



104 COURSE OF STUDY 

teacher has only to remember that a little more is to be ex- 
pected of each higher grade, due to its added experience. 

Ample material is to be found in reading, nature study, 
hygiene, home-making, civics, geography — as outlined in these 
various courses. It is not intended that separate periods be 
given for these, but that they supply the material for language 
work. 

In the third grade Jeschke's Beginner's Book in Language 
may be used. This is optional with the superintendent or 
teacher. If it is used, the teacher should read it through before 
she attempts to teach it, in order to get the author's plan and to 
be able to carry it out intelligently. 

In the second grade the child should be able to write a story 
of two or three short sentences ; in the third grade a connected 
paragraph may be expected. 

Below are listed some minimum language requirements 
for Grades one, two, three. 

First Grade. 

1. Capital letter at the beginning of sentences. 

2. Period at end of sentences. 

3. Writing and proper use of capitals in child's own name. 

4. Pronoun I. 

Second Grade. 

Child's own address, with capitals and punctuation marks 
involved. 

2. Abbreviations, Mr., Mrs., Dr., and names of months 
(as needed). 

3. Capitals in days of week, months, and holidays, as used. 

4. Dates. 

5. Interrogation point. 

Third Grade. s 

1. Exclamation point. 

2. Commoa contractions as I'm, I'll, don't, won't. 



ELEMENTARY SCHOOLS OF TENNESSEE 105 

3. Capitals in names of places. 

4. Abbreviations as needed. 

5. Indentation of paragraphs. 

6. Forms of friendly letters, including the address on en- 
velope. Children in this grade should not be held re- 
sponsible for heading or close of letters. These should 
be written on the board by the teacher, and copied by 
the children when necessaiy. 

Content for the First Three Grades. 

1. Reproduction. 

2. Stories suggested by pictures. 

3. Original stories, poems, dialogues. 

4. Dramatizations of reading lessons, stories, poems, etc. 

5. Descriptions of the weather, simple experiments, ex- 
cursions, games, projects carried out in nature study, " 
home-making, and hygiene. 

6. Friendly letters. 

7. Toems and short prose selections written from memory. 

Fourth Grade. 

Adopted Text— Sanford, Brown k Smith, Book One, Part 
1, Pages 1-170. 

Minimum Requirements. 

I. Oral Composition. 

1. A fourth grade pupil should be able to stand and talk 
connectedly on an assigned subject for at least two min- 
utes, without too frequent use of the conjunction and. 

2. Special attention should be given to correct forms of 
speech. 

II. Written Composition. 

Fourth grade pupils should be able 
1. To use quotation marks correctly. 



106 ■ ^ COURSE OF STUDY 

2. To make proper use of capitals at the beginning of sen 
fences and in proper names. 

3. To use, correctly, the period, the question mark and 
the exclamation point at the close of sentences. 

4. To write a short story, paying attention to form and 
punctuation. 

5. To write a letter, observing good usage in punctuation, 
heading and salutation. 

6. To use a and an correctly. 

7. To know the plural of man, child, tooth, and foot. 

Oral Composition. 

Aim: To talk easily and according to good usage. (Cor- 
relate with Reading, Geography, History). 

1. Class Conversations. 

The ability to stand on one's feet and talk is a most 
worthy and most necessary aim. Therefore, encourage the 
child to talk in an easy and interesting manner, free from 
self -consciousness. 

In every lesson in oral composition have very definitely 
in your mind what it is you expect the child to do and what 
;you expect him to get from the lesson. If, for instance, you 
want the child to describe the picture, "A Reading from 
Homer", and you want him to get from doing that greater 
ability in expressing himself easily and clearly, do not in- 
terrupt him every second to correct an error in English and 
do not asTi leading questions that require "Yes" and "No" 
for an answer. , , , 

Let the child talk. Commend and encourage him to say 
all he can. Then take up, if you desire, the correction of 
his errors, in the kindliest, most helpful spirit, so that he 
will feel that you are really trying to help. 

If on the other hand, your" aim should be to have him 
speak correctly on some occasion and to get from the ex- 
perience in correct speaking greater ability to speak cor- 



ELEMENTARY SCHOOLS OF TENNESSEE 107 

rectly in the future, because of an understanding of the 
errors made, then, and then only are you justified in stop- 
ping the pupil at each error to explain and correct it. 

a. Descriptions 

Pictures — "A Eeading from Homer", page 3 ; 
Descriptive poems — "September", page 28; 
Stories— 'The Pine and the Flax", page 125 ; 
Objects near home and school — ''What I saw on the 
way to school this morning", 

b. Narrations 

Of child's own experiences, "Gathering Nuts", "How 
I Hunt Rabbits", "When I went to the Circus." 
Of experiences of others, "The Lark's Nest", page 
48; "The Spider and the Fly", page 113; "The Gar- 
den at Plumfield", page 71; "The Christ Child", 
page 88. 

c. Story telling 

Reproduction — original form and dialogue form, 
"The Town Mouse and the Field Mouse", page 31; 
"The Christ Child", page 88. 

2. Original Stories, 

In imitation of well known fables, fairy tales, stories, 
poems and riddles. 

3. Dramatization, 

Use selections from the reader and the history. Give 
frequent opportunity for this type of composition. 

4. Memorizing, 

a. One selection each month. Give special attention 
to enunciation, pronunciation, and expression in all 
memory work. "Autumn Leaves", "The Stars", 
"The Rainbow", "The Wind", "Work", "Just a 
Little", "The Bird", "The Brown Thrush". 

b. Prose selections from well known stories. 

5. Establii«h correct habits of speech. 

a, At the beginiiing: of the year make it a matter of 



108 COURSE OF STUDY 

class pride to use good English during the year^ — not 
only in ^'school speech", but in every day speech. 

b. Encourage free and easy speech. 

c. Give frequent drills in use of am, is and are ; was and 
were; has and have; does and do; sit and set; lie 
and lay; their and there. Games are excellent de- 
vices to fix good habits of speech. 

6. Dictionary drills. Give frequent drills on how to use 
a dictionary. 

Written Composition. 
Aim : To communicate and preserve thought. 

1. Class work in summary of an unusual lesson in nature 
study, history, geography, literature, as ''The Life of a -But- 
terfly", 'The Flour Mill", "Daniel Boone", "Robinson Cru- 
soe." Children enjoy preserving their work in booklet form. 
The covers for the booklets should be made in the drawing 
lesson period. 

Sometimes it is well to let each member of the class write 
a summary, the best to be preserved by the class in their note 
books. At other times contributions might be gotten from 
the entire class, either the teacher or some child writing the 
suggestions on the board. In this case the class as a whole 
should select by vote the best sentence and put the story to- 
gether in the best form, step by step. The completed story 
may then be put in the note books. 

2. Individual expression: "My Garden", "A Picnic", 
"Going Fishing", "My Favorite Pet", "A Bird's Nest", "My 
Chickens", "My Pig". 

3. Dictation beginning with short paragraphs frem the 
text. 

Class criticism to secure skill. 

4. Letter writing: 

Give special emphasis to this form of composition, 
a. Parts — heading, salutation, ending, signature. 



ELEMENTARY SCHOOLS OF TENNESSEE 109 

b. Address on the envelope. 

c. Writing of simple letters to playmates, parents or 
friends on subject in which pupil is specially in- 
terested. 

5. Technical work : 

Give special attention to 

a. Indentation of paragraph, 

b. Use of margins. 

c. How to write titles. 

d. Punctuation — the period, question mark, quotation 
marks, the comma in address. 

Suggestions : 

1. Method of procedure, : 

a. Talk about the assignment of the written work. 

b. Write the story. 

c. Correct errors. 

d. Rewrite, after corrections. 

2. Accept only careful work. 

3. Let class work at the blackboard frequently. Teacher 
and class discuss and correct work. 

4. Encourage spontaneous and rich expressions both oral 
and written — even if the child cannot spell correctly all the 
words he uses. 

6. Lesson Plans. 

a. Oral picture study— '^A Reading from Homer." 

(1) Study the picture in detail: persons, central 
figure, positions, dress, expression of faces, 
other objects in the picture. Use of questions 
in text that will help to secure desired results. 
Class discussion must be free and easy. 

(2) Some story tellers of the present day. How 
the story is told today. Reference to their 
readers. Local story tellers. Use any refer- 
ence books available. 



110 COURSE OF STUDY 

b. ^Vritten composition. 

;" "The First Thanksgiving Day". 

(1) Teacher should tell the story of the Pilgrims. 

(2) Class discuss why they left England, the voy- 
age, the landing, building their new homes, 
spring time planting, the harvest, thankful 
hearts of the Pilgrims, their friends, the In- 
dians, Thanksgiving Day, a national holiday. 

(3) Write a simple outline on the blackboard. 

(4) Class write the story. 

(5) Teacher collect papers, sepai-ate into groups 
of good, medium, poor, correcting most com- 
mon errors for class discussion next day. 
Place on exhibit paspefrs that show careful 
composition and marked improvement over 
other work of the same kind. 

(6) Require pupils to rewrite untidy work. 

(7) After discussion of form and errors, have 
stories rewritten. 

c. A sample lesson in dramatization: (children to do 
the work). 

The Wise Judge. 
(Child's World Fourth Reader, p. 27). 
Characters, 

The Wise Judge, The Rich Man, The Honest Man, 

Otliers — Three by the roadside. Three in the courtroom. 

Scene 1. A Roadside. 
(The Rich Man walks along the road. He drops a p&ckage, 
but goes on not noticing. The Honest Man comes along. He 
finds the package. Turns it over and over to find some mark 
of identification, but fails). 

Honest Man : '^I do not see any name on this package. I'll 



ELEMENTARY SCHOOLS OF TENNESSEE 111 

wait a few dlays and perhaps the loser will advertise". (He 
goes on). 

(Later the Rich Man and Honest Man meet here. Two 
or three passersby come along and stop to hear the conver- 
sation). 

Honest Man: ^'I found this package. Did you not lose 
one? Is this one yours?" 

Each Man: (Quickly taking the package from the Honest 
Man). "Yes, that is mine. How glad I am to get it back 
again". (He sits down beside the road to count the money, 
the Honest Man and the bystanders watching) . 

A Bystander: "You offered a reward for the recovery of 
that package. You owe this man one hundred dollars." 

Rich Man: (Counting the money again) "There were 
eight hundred dolltars in this package. There are seven hun- 
dred dollars now. No doubt you have rewarded yourself, my 
friend." 

Honest Man: "I am an honest man. I did not open the 
package, and, of course, took no money out. I do not care for 
the reward so much as I care that these people think me an 
honest man." 

Rich Man : "You must be an honest man or you would not 
hlave returned to me the seven hundred dollars. So, good-by, 
my friend — (He tries to walk away. The honest man takes 
hold of his arm). 

Honest Man : "No, no, I did not take the hundred dollars 
from the package. No honest man would have done so.' 

2nd Bystander: (To the Honest Man) "Why do you not 
go before our Wise Judge to have this matter settled ?" 

3rd Bystander : "Yes, he is the one to settle this question 
for you. Go to him". 

Rich Man : "Oh no, no, no, there is no need to bother our 
Wise Judge with our little affairs. 

Honest Man : "It is not a little affair to be thought a dis- 
honest man. Come, we must go. (He takes the Rich Man by 
the arm and leads him away. The others follow). 



112 COURSE OF STUDY i 

Scene 2. A Court Eoom, 
(The Judge is sitting at his desk. Others are seated on 
one side. The Rich Man, Honest Man and three Bystanders 
enter) . 

Honest Man: "Your Honor, will you listen to us?" 

Wise Judge : '^Yes, my friend, what can I do for you ?" 

Eich Man: "I lost a package". 

Honest Man: ''I found the package". 

1st Bystander: ''He offered a reward of one hundred 
dollars". 

Rich Man : "He took his reward". 

Honest Man: "The package was sealed and I did not 
open it". 

Wise Judge : "Had the package been opened when it was 
returned to you?" • 

Rich Man: "How could I tell? Of course, he would try 
to conceal ever having opened it." (Walking restlessly about). 

2nd Bystander: "It did not look to me as if it had been 
opened". 

3rd Bystander. "Nor to me". 

Eich Man: "The package had eight hundred dollars in it 
when I lost it. It has only seven hundred now". 

Wise Judge: "You say it had eight hundred dollars in it 
when you lost it and only seven hundred when returned to 
you. Then, this must not be your package. Another man lost 
this package. My honest friend, take back the money you have 
found and keep it until it is claimed by someone who lost 
seven hundred dollars". 

(The honest man takes the package and walks away. The 
rich man bows his head and walks slowly out). 

d. Plan for dramatizing a history story. 

After the children have read some history story in their 
reader, or some such story has been told them, the teacher 
should suggest, or talk about it so enthusiastically that the 
children will suggest, that they make a play of it for their own 



ELEMENTARY SCHOOLS OF TENNESSEE 113 

enjoyment, for another grade, or to present at assembly. 

(1) First select a title. 

(2) Name the characters and let the children select the 
child to be each character. (This may fail at first, in 
which case the teacher is given a fine opportunity to 
point out that we must select people for other quali- 
fications than good looks, "because I like him", etc). 

(3) Decide, with the class, upon the number of scenes or 
acts, where they, will be laid, and give them a title, if 
the children desire. 

(4) Let each child think about his character, then tell 
what he thinks he should do and say. 

(5) Let somebody be stage manager. 

(6) Put the play together. 

(7) Discuss and improve upon it. 

(8) Sometimes the children might write their parts, but 
it is not necessary. 

e. Flan for memorizing a poem — "The Eainbow", page 20. 

(1) Teacher reads over poem once or twice, with expres- 
sion and feeling. 

(2) Discuss the poem with the children, thought by 
thought; read the phrase or sentence giving a thought, 
then get the children to talk about it, make sure to 
repeat the exact words often in the discussion. 

(3) Have the children select the thought they like best 

(4) Have children describe the various pictures. 

(5) Let several children read the poem and have class 
or consider prettiest. 

vote on who reads it best. 

(6) Let other children compete against the one selected 
as best reader of the poem. 

(7) Suggest that every child study poem and see who will 
know it first — each child to stand when he is sure he 
knows it. 



114 COURSE OF STUDY 

8. Let children say poem; if mistake is made, have child 
look at it again. 

(If this plan is pursued, the poem will be thoroughly learn- 
ed in half the time, the children will look upon it as a game, 
and there will be no trouble about enunciation, pronunciation 
and expression.) 

LANGUAGE. 

Fifth Grade. 

Adopted Text: Sanford, Brown & Smith, Book One, 
Part II. 

Minimum requirements in addition to preceding grades: 

I. Oral Composition: 

1. Fifth grade pupils should be able to stand and talk 
definitely and to the point on an assigned subject, for 
three minutes. 

2. Stress should be placed on use of correct English in 
all work in all classes. 

II. Written Comjiosition : 

1. Fifth Grade pupils should be able to write a composition 
of three paragraphs, paying attention to margins, inden- 
tation of paragraphs, use of capitals at the beginning 
of a sentence and proper punctuation at the end of 
sentences.' 

2. Letter writing — the ability to write a business letter 
and invitation according to good usiage as to form, 
punctuation of heading, salutation, beginning and close. 

III. Technical points: 

1. To know the most common contractions. 

2. To know the use of the possessive case singular. 

3. To know the commonly used abbreviations. 

4. To point out the subject and predicate of the simple 
sentences. 



ELEMENTARY SCHOOLS OF TENNESSEE 115 

5. To recognize the noun. 
Suggestions for the work of the grade: 
I. Literature ( See reading) . 

1. Definite study of some selection, as "The Slandpiper^', 
page 180, or "Our Nation's Strongholds", page 260. 
Give attention to enunciation, pronunciation, and em- 
phasis to get the proper emotional response. 

2. Sight-reading from easy, new material. Use any ma- 
terial on hand. The five-cent classics furnish excellent 
material. 

3. Individual reading, 

a. Silent reading to emphasize the thought. 

b. Group reading may be used here. This method is 
described in detail in "Rural Education", by 
Pickard. 

c> Discuss with pupil stories he has read, and let him 
tell story to the class. 

d. Make use of selections from books, magazines, news- 
papers, children's papers, etc. 

e. Encourage home reading. 

4. Memorize such selections as, "Little Brown Hands", 
page 220 ; "Cotton", page 281 ; "Pippa's Song", page 244 ; 
"In the Wheat Field", page 201; "Summer's Ending", 
page 173 ; "What do we Plant when we plant the Tree", 
page 205. 

II. Oral Composition. 

1. Material : Nature study topics ; history topics ; current 
events; glames; daily experiences; literature; pictures; 
discussions of books read; short debates on school 
topics. 

2. Plan, execute and judge work in co-operation with 
pupils in narration, description and argument. "Frank- 
lin's First Day in Philadelphia", page 185; "The 



116 COURSE OF STUDY 

Gleaners", page 203 ; ''The Camp Fire Girls", page 253 ; 
are types of such lessons in the text. 

Suggestions : 

1. Correct bad habits of speech by practice of the correct 
forms. 

2. Give much opportunity for free expression. 

3. Use simple themes for short paragraph practice, being 
sure to use subjects of interest to the child. 

4. Strive for clear, concise, correct expression. 

5. Use oral composition to prepare for all "Written work. 

6. Make use of all reference books possible. 

III. Written Composition. 

1. Continue narration in history work ; description in his- 
tory, geography and nature study; begin argument in 
history; exposition in home economics, farm problems, 
games ; continue the reproduction of stories ; land begin 
the interpretation of poems. Have at least one lesson 
each week in this kind of work. 

2. Plan for arrangement : 

a. Place title, correctly capitalized, on first line near 
the middle. 

b. Give attention to the proper margins. 

c. Indent the first line of every paragraph or group of 
sentences on one topic. Begin new paragraph only 
when there is a real division of thought. 

d. Write neatly. Use ink when possible. 

e. Place name at close of composition, followed by the 
date on the next line. 

3. Marking the papers : 

a. Accept only the best work of the pupil. 

b. Correct, a few at a time, common errors in arrange- 
ment, expression and spelling. 

c. Exhibit models of best work done. Commend all 



ELEMENTARY SCHOOLS OF TENNESSEE 117 

good work. Reject all slovenly and careless work. 

d. Require pupils to make corrections asked for. 

e. Read aloud to the class the best papers for com- 
parison and enjoyment. 

f. Place special emphasis on originality and effective- 
ness of expression. 

4. Letter writing: 

Make business letters brief and clear; friendly letters, 
interesting ; choose words carefully ; use good beginning 
and closing forms ; use pen and ink, only ; teach folding 
of letter and proper address of the envelope. 

5. Original stories: 

Make a study of two or more stories of a kind, for ex- 
ample, "The Buckwheat", page 210. 

a. Outline of story for study: 

( 1 ) Recall other stories of this kind. 

(2) Explain words and phrases. 

(3) Read the story, 

(4) Questions for an understanding of the story. 

(5) Write flamiliar phrases on the board: "black 
as a coal", "Oh, yes, indeed I do", "lifted up 
their heads", "golden grain", "rosy apple bio? 
som", etc. 

(6) Note the order of telling the story and make a 
fitting outline on the board with the help of the 
class. 

(7) Is there any unusual arrangement of words in 
the sentences? Does this add to the attractive- 
ness of the story ? 

b. Encourage the pupils to write an original story of 
the, same type. 

e. Study poems and ballads in the same way. 



118 COURSE OF STUDY 

IV. Technical points to be accomplished: 
1. Parts of speech : 

a. Nouns, common and proper; number, formation of 
plurals ; possessives. 

b. Pronouns. Drill work in use of ''I", ''he", "him", 
"she", as "was it he?" "It is I", etc. 

c. Most common irregular verbs. Agreement in num- 
ber with the subject. Drill exercises in use of "have" 
and "got", "teach" and "learn", "like" and "love", 
"shall" and "will", "may" and "can". 

d. Adjectives used in description. Use exercises to 
select the appropriate adjective, the, a or an ; this, 
these; that, tbose. 

e. Adverbs, words or phrases. Exercises to distin- 
guish between the adjective laud the adverb. 

2. Sentence study: 

a. Subject and predicate, change in order. 

b. Exercises to get variety of expression. 

c. Use of negative and positive forms. 

d. Synonyms. 

3. Other requirements : 

a. Use dictionary constantly. 

b. Teach direct and indirect quotations. 

c. Give frequent dictation exercises. 

d. Contractions. 

e. Punctuation : Commas in series, indirect address, 
with yes and no. 

f. Eules for capitalization. 

Sixth Grade.. 

Adopted Text — Sanford, Brown & Smith, Book Two, 
Part I. 



ELEMENTARY SCHOOLS OF TENNESSEE 119 

Minimum requirements in addition to preceding grades: 

I. Oral Composition. 

Pupils of the sixth grade should be able 

1. To give in a connected way a narrative, a description 
and an argument of two minutes length. 

2. To tell a story that contains several sentences of con- 
versation. 

II. Written Composition. 

Pupils of the sixth grade should be able 

1. To write narrations, descriptions and arguments of 
three and more paragraphs. 

2. To write business letters, notes, invitations, and friend- 
ly letters according to good usage in paragraphing and 
punctuation required for preceding grades. 

3. To write titles correctly spaced and capitalized. 

III. Technical points. 

1. The pronoun; (2) the verb; (3) the adjective; (4) the 
modified subject and predicate (5) how to write a divided 
quotation; (6) the use of "the possessive case plural; (7) kinds 
of sentences as to meaning. 
Suggestions for the work of the grade : 
I. Literature (see reading). 

1. Continue the work begun in the fifth grade in definite 
study of such selections as "Rip Van Winkle", "Legend of 
Sleepy Hollow", "The King of the Golden River", "The Daf- 
fodils", "The Gladness of Nature". 

Make use of the supplementary readers for work of this 
kind in all grades. If the child finds a story he thinks will 
be interesting to the class, let him read it to the class. Re- 
member that the chief value of literature is for enjoyment; the 
pleasure and appreciation of the pupil should be the first con- 
sideration in all literature. 

2. Continue the silent reading on a more extensive scale. 
Encourage the pupils to bring magazines and newspapers 



120 COURSE OF STUDY 

from their homes to supplement the work. Require some home 
reading, asking for reports on this work. Assign topics in 
history and geography for individual reading and report. 

3. Memorize such selections as 

"Columbus", Miller; "Star Spangled Banner", Key; "To 
a Waterfowl", Bryant; "A Boy's Song", Hogg; "Psalms" 19-24, 
The Bible. 

II. Written Composition. 

1. Continue the work outlined for fifth grade, enriching 
the course when conditions demand. 

2. Give frequent drills for correction of common errors, 
keeping always the correct form before the class. 

3. Select interesting subjects for all composition work, 
using the suggestions for fourth and fifth grades in con- 
nection with the text. Let the pupils frequently select 
their own subjects for the class, or each for himself. 

4. Continue to check the most common grammatical er- 
rors before class allowing the pupils to give the cor- 

, rections frequently. 

5. Stress formal letter writing. Insist on proper para- 
graphing, punctuation and capitalization in all written 
work. 

III. Technical Points. 

1. Eeview thoroughly outline for fifth grade. 

2. In addition teach the conjunctions; simple, complex, 
and compound sentences; declarative, interrogative, 
imperative and exclamatory sentences. 

3. Give attention to the most important suflSxes and pre- 
fixes. Emphasize spelling in all subjects. 

Suggestions : 

In teaching grammatical usage in this grade, as in all 
others, an abundance of illustrative material should be used, 
indeed, it seems more true in language work than elsewhere 
that the child can only learn to do by tloing. 



ELEMENTARY SCHOOLS OF TENNESSEE 121 

Use magazines, newspapers, and books to illustrate punctu- 
ation and the various kinds of sentences, and htave every child 
give original examples until you feel reasonably sure he un- 
derstands what he is doing. Do not confine your illustrations 
to the text and do not let the child do so, and do not hurry 
over a new topic before the class has mastered it, because 
you fetar you will not cover the year's assignment. To know, 
so that he can use, what he has gone over is of infinitely more 
importance than to cover every word in the text. 

Technical Grammar. 

Seventh and Eighth Greides. 

Adopted Text: Sanford and Brown, Book II. Seventh 
Grade, Part II ; Eighth Grade, Part III. 

Minimum Requirements. 

In addition to the work of the preceding grades, the pupils 
of these grades should be able to know land use 

1. Declarative, interrogative, exclamatory and imperative 
sentences. 

2. Simple, complex, and compound sentences. 

3. Phrases and clauses. 

4. Nouns. 

a. Classes. 

b. Inflection. 

c. Gender. 

d. Number. 

e. Use in sentences. 

5. Analysis. 

Note: Any work in technical grammiar should be made 
practical, do not attempt too much, do not attempt anything 
that the child will not use. 

Make use of the keynote of each day's lesson. 
Throughout any course in grammar it should be under- 



122 COURSE OF STUDY 

« 

stood that it is to be definitely connected witii oral and written 
composition. Any study of giammar that does not do this is 
worth very little to the child. Also keep in mind that it is 
worthless unless the child make use of what he has learned 
in grammar in all his school work and in his every day speech. 

I. Aim : In this course it is the purpose to give correct form 
to oral and written composition. The child must use, and 
iise repeatedly, the principles learned in grammar. In fact, 
he must use principles and then learn the technical side — the 
reasons why. Technical grammar, as such, cannot be consider- 
ed of great importance as a separate subject, but as a means 
to an end and that end correct English, both spoken and 
written, it becomes of inestimable value. 

Grammar in these grades should be very practical and im- 
portant work can, and should be done. Try to make each 
lesson a part of the child's experience. The child has already 
learned something of the parts of speech, sentences, parts of 
sentences and their relations, punctuation, capitalization, etc. 
The opportune time comes in the seventh and eighth grades 
to organize what the child has learned and to enlarge the 
subject. The purpose should be to give typical usages and 
constructions, omitting difficult and unusual points for later 
treatment. The opportunity comes in these grades for the 
child to learn the reasons for forms of expression in all oral 
and written composition. Errors in speech can be explained 
as well as corrected. 

II. Suggestions for procedure: 

A. Review work done in fifth land sixth grades, not as a 
separate lesson especially, but in connection with the new 
work of the term. 

B, Enlarge the study of sentences. 

1. Subject and predicate with all their modifiers. 

2, Study of larger sentences; especially complex and 
compound. To give reason for this study lead the 
child to see the value of the different types of sen- 
tences in composition and literature. Show how 



ELEMENTARY SCHOOLS OF TENNESSEE 123 

the language is enriched by the use of the different 
types of sentences and impress upon the child the 
necessity of learning much about sentence struc- 
ture in order to understand good literature as well 
as to write correctly. A definite use of this princi- 
ple is found in the following example : 

"And what is so rare as a day in June? 
Then, if ever, come perfect days; 
Then Heaven tries Earth if it be in tune, 
And over it softly her warm ear lays: 
Whetlier we look, or whether we listen, 
We hear life murmur, or see it glisten"; etc. 

Lowell. 

Show the child the difference in a sentence of this 
type from the standpoint of literature, and a num- 
ber of short sentences. 

C. Phrases and clauses will need sufficient drill so that 
the child will recognize the place of each in the sentence. 

D. The parts of speech have been studied but they should 
be given careful attention in these grades, especially in the 
seventh grade. The teacher must not forget that the English 
language presents many difficulties just at this point. It is 
not always easy for a child to tell one part of speech from 
another when the spelling is exactly the same and he must 
judge by use alone. It will be worth while to spend some time 
on the use of certain words of this type. 

The verb is perhaps of most importance. A great many of 
the most common errors are traceable to the wrong use of verbs 
especially the irregular verbs. It might be well to give care- 
ful attention to the lists of verbs to be found on pages 166-167- 
168 in the adopted text. A few, such as lie, lay, sit, set, take, 
drag, blow, etc., should be conjugated and learned in full. 

E. Mode, tense, voice, gender, declension of pronouns, com- 
parison of adjectives and adverbs, and conjugation of verbs 
should be emphasized. 



124 COURSE OF STUDY 

III. Some Correlation. 

A great part of the work in grammar in these grades will 
not be effective unless definitely connected with the work in 
composition and literature, as well as other class work. As 
the same teacher will very likely teach all classes in English 
this can be worked out by the teacher. 

IV. Diagram and Analysis for the Eighth Grade. 

More attention may be given tliis phase of sentence study in 
the eighth grade. It may help to clear up any constructions 
not otherwise understood. Also, a general review may be 
given toward the close of the term. 

V. In General. 

A. Use dictionary freely. 

B. A great amount of illustrative material may be ob- 
tained from papers land magazines. This material is very at- 
tractive when mounted on card boards, colored, or white, and 
can be used to good advantage in drills and review. 

C. ''Better Speech Week.'' 

Observe ''Better Speech Week" in your school. For infor- 
mation concerning this movement write Prof. James F. Hosic, 
Editor of "The English Journal", University of Chicago, Chi- 
cago, 111. 

The programs for the week are planned and can easily be 
carried out in any school. It is always a time of great inter- 
est and much lasting good results can be obtained. 



^& » 



D. At the close of the Eighth Grade the child should know 
the principles underlying correct form — and should have some 
ambition to speak and write English correctly. 

ENGLISH 

Seventh and Eighth Grades. 

Minimum requirements for seventh grade in addition to 
requirements for preceding grades. 



ELEMENTARY SCHOOLS OF TENNESSEE 125 

I. Oral Composition. 

A seventh grade pupil should show marked improve- 
ment in choice of words and variety of expression in 
all oral composition. Discourage the use of slang. Stress 
requirements for sixth grade oral compositions and in ad- 
dition require pupils to be able 

1. To give a two minute debate on a stated question. 

2. To give definite directions to travelers. 

3. To make a five minute, well connected report on a 
history, a nature or a literary topic. 

II. Written Composition. 

1. All written work should be well paragraphed. Inden- 
tation and margins must also be required. 

2. Pupils should be able to write a brief dialogue or con- 
versation according to good usage in punctuation and capitali- 
zation. 

Minimum requirements for the eighth gi^ade in addition 
to requirements for preceding grades. 

I. Oral Composition. 

Eighth Grade pupils should be able 

1. To give a well arranged, connected report on current 
events, newspaper and magazine articles of general interest. 

2. To avoid errors in the use of the past participle of the 
verb, the double negative, and the nominative and objective 
forms of the pronoun. 

II. Written Composition. 

Eighth Grade pupils should be able 

1. To make and follow an outline in the composition 
work assigned. 

2. To use compound and complex sentences easily. 

3. To show some skill in choice of words, to avoid repe- 
tition of hackneyed phrases; and to give attention to variety 
in expression. 



126 COURSE OF STUDY 

4. To write business letters, applications for positions, 
social letters and notes, and the different forms of general 
composition according to good usage in paragraphing, mar- 
gins, indentation, capitalization, titles, heading, and punctu- 
ation, including the use of the period, comma, interrogation 
point, exclamation point, dash and parenthesis. 
Composition. 

Follow up the corrective exercises given in the fifth an(J 
sixth grades to make sure the pupils become more skillful 
in sentence building, paragraphing, punctuation, and ease in 
expression. 

Above the fourth grade, pupils should be required to use 
the topic method of recitation. 

Arrange for at least one library period each week in which 
pupils are required to report on selections of their own 
choice and books read outside of assigned work. One reading 
period a w'eek can well be used for this purpose. Use any 
good books, magazines, newspapers and other current litera- 
ture available. This material may be secured in several ways. 
Ask children to bring from home books, catalogues, magazines 
and papers they may have to give. Write, enclosing postage, 
your nearest librarian to send you papers and magazines 
which they have collected for distribution. Write the De- 
partment of xlgriculture, Washington, D. C, for literature on 
any phase of home and farm work in which your community 
is interested. Place tliis material on the reading shelf to 
which the pupil is allowed to go when he has finished his re- 
quired work. 

1. Oral Composition. Aim: greater . skill in the use of 
the English language. 

a. One to five minutes talk ''on current events and 
newspaper articles of general interest. Material for these dis- 
cussions may be found in "The Youth's Companion," published 
by the Perry Mason Publishing Co.', Boston Mass., "Literary 
Digest," New York City; "Current Events." Write for sam- 
ple copies. Every school should have the use of one or more 
of these and a good daily newspaper, if possible. 



ELEMENTARY SCHOOLS OF TENNESSEE 127 

b. Debates. Questions arising in the study of such 
subjects as agriculture, literature, history, civics, geography, 
physiology, nature study, home economics, manual training, 
etc., may be used. Questions of local nature frequently ex- 
cite interest. 

c. School Clubs. Let cliild,ren occupy officer's po- 
sitions in clubs and societies for drill in formal club pro- 
cedure. This may become a game for correction of seventh 
and eighth grade errors of speech, as well. In all club work 
stress dignity in presiding and execution of duties, and obe- 
idience to rules of order. This ^411 be found helpful in the 
discipline of the school. 

d. Jokes. Judgment must be used in the selection 
and telling of jokes. Everyone enjoys a good joke, well told, 
and few can tell one well. Be brief; use little detail, and 
stop when the "point" is made. 

e. School topics in argument. 

f. Discussion of books, and stories read in children's 
magazines. If the pupils are caring more for worth-while 
literature one educational victory is almost won for the 
child. 

2. Written Composition. Aim : Greater ease in writing 
the English language. 

a. Letters. Pupils in seventh and eighth grades 
should be able to write clear, concise business letters, in- 
teresting friendly letters, notes and invitations without er- 
rors in punctuation, paragraphing and subject matter. 

b. Writing bills. 

c. Writing receipts. 

d. Nature topics in detail from first hand experience. 

e. Picture study in more detail. Study the life of 
the artist and period of time in which he lived as far as 
possible. Use "Carpenter's Stories Pictures Tell." 

f. ' Biography. After finishing a period of history use 
the outstanding fiigures for subjects in biographical composi- 
tion. 



128 COURSE OF STUDY 

g. Character sketches. Use literary selections from 
reading course. 

h. Dramatization. Choose a suitable story as, 
''Scrooge's Christmas," "Courtship of Miles Standish/' from 
the supplementary readers. Historical events such as ''The 
Landing of the Pilgrims/' Pocohontas Saves the Life of Capt. 
John Smith," "Saving the life of Katherine Sherrill." Let the 
pupils write the dramatization similar to plan given for the 
fourth grade. 

i. Short plays, original stories. Encourage this type 
of composition. 

j. Interpretation of poems. May use plan given in 
the fourth grade original work. 

k. Improvement of sentence structure. 

(1) Meaning: changing from one form to another, 
taking care that the exclamatory and interrogative are used 
only where emphasis is required in general composition. 

(2) Form: combining two or more simple sentences 
into compound; lengthening simple and compound sentences 
into complex. 

(3) Drill for correct usage: agreement of subject 
with predicate; proper arrangement in sentences of adjectives 
and adverbs, words, phrases and clauses; use of conjunction 
and preposition for better relation of modified element in 
sentence; use of verbs to agreement in time. 

(4) Drill in use of adjectives to enrich language. 
Study standard sentence forms. Study synonyms, antonyms, 
homonyms, 

(5) Rewrite sentences to make a better choice of 
words. 



ELEMENTARY SCHOOLS OF TENNESSEE 129 



GEOGRAPHY 



Introduction. 



Geogiaphy hns become an important subject in our modern 
school course. Teachers should study the text-book thorough- 
ly and make the best use of the maps and pictures, as well as 
the content of the printed lessons. 

It should be understood, however, that the text-book gives 
only a limited treatment to important topics. A few of the 
main topics should be enlarged from, interesting material ob- 
tained from outside sources, supplementary pamphlets, and 
readers. 

Generally speaking, the text-books are lacking in the illus- 
trative and descriptive background that gives interest and zest 
to these studies. 

In outlining the course of study" these big central topics 
are pointed out and teachers are advised to use special ma- 
terial with which to expand and enrich several of these main 
topics, for example, the type studies on Corn aud Cotton, New 
Orleans as a Gulf port, a wheat farm in Dakota, Irrigation on 
the Salt River Project, and a few others. 

Let the teacher study up one of these big topics thoroughly, 
read it over several times iso as to master fully the facts, sketch 
the local maps that will be needed for blackboard explanation, 
and collect several good illustrative pictures. Have the whole 
matter so well in hand that you don't need the book, but can 
present it and discuss it orally with the children. It is sur- 
prising what a hold this kind of good instruction gets upon 
children. 

Whatever is thus presented by the teacher should be repro- 
duced by the children before going on to the next topic. 

In order to find time for this kind of instruction, com- 
bine two or three classes, as the 4th, 5th, and 6th grades, into 
one big class, so 'that you can have half an hour for the reci- 
tation; and keep up this kind of work for several lessons or 



130 COURSE OF STUDY 

days till you have worked out aud mastered one big topic. 
Bead and recite also what the text book says on the same sub- 
ject. Hold children responsible for a full and correct state- 
ment of the facts. Let one child recite without interruption 
on one point even if it requires five minutes. Encourage them 
to tell the story in full and to use blackboard sketches. Let 
the teacher hold back and keep quiet while the children pre- 
sent a full discussion. Get the children to do the work them- 
selves. In such teaching the great thing is to see how much 
the children can do themselves and to hold them to it. 

A good deal of time is spent by teachers and children dur- 
ing class recitation in just reading over the lesson in the book. 
This does not amount to much unless the children then close 
the book and repi-oduce from memory what they have read. It 
is far better to understand thoroughly and reproduce a few 
important topics than merely to read over in a careless way 
ai large number of topics. 

It may be necessary sometimes to read together and dis- 
cuss the lesson in the text-book so as to make necessary ex- 
planations and see to it that cliildren understand the points. 
This, however, is only an introduction to the study of the les- 
son. The next thing and the most important is that children 
settle down to hard study and master the lesison sO' that they 
can recite it well without questions or help from the teacher. 

Some teachers make the mistake in trying to get the whole 
lesson out of the children by numerous questions. The best 
thing the teacher can do is to keep still, and require the child 
to recite the lesson after careful study. 

In the intermediate grades the mphasis is put first on the 
local geography of the home, neighborhood, upon food, cloth- 
ing, and shelter, and the roads and shops and farms of the 
local town and the country about. Next follow the topics of 
our own state and of neighboring states, the Cumberland and 
Tennessee Rivers, Nashville, Knoxville, Chattanooga, and Mem- 
phis, cotton and tobacco. 

Later still are the importtant studies of other parts of the 
United States and of North America. 



ELEMENTARY SCHOOLS OF TENNESSEE 131 

We need not spend inncli time in intermediate grades in the 
study of otlier countries and of foreign lands. That can be 
left to the grammar grades for the most part. 

We need nowadays to simplify our course of study by se- 
lecting a few main topics for complete mastery. It is a mis- 
take to spread out superficially over a vast number of small 
topics. Such a plan calls for the dull memorizing of many 
worthless facts, instead of an interesting study of big, impor- 
tant subjects. The big topics need to be enriched and illus- 
trated freely. By this mastery of the main types of geography 
of the United States the later study of foreign lands will be 
more easy and rapid. We should keep in mind all the time 
that geography is closely related to history and the natural 
sciences. Many of the topics in geography dip into history 
and science. For example, the Hudson River and New York 
are importanit in both history and geography, and so also with 
Boston and Philadelphia and the Mississippi River. Improve- 
ments and machines in agriculture and mining and manufac- 
ture are based upon scientific knowledge. Such studies should 
be closely correlated, not separated and kept apart. 

The proper full treatment of important type studies will 
bring about a close co-operation between geography, history, 
and the natural sciences. This is one of the chief improve- 
ments that modern education demands. 

Geography- — Third Grade. 

Definite geography teaching should begin in the third grade 
—not necessarily in a separate period. It can well supply the 
material for the language period, or sometimes go along with 
the reading. This is the time for location and acquaintance. 
Much of the geography work of this grade is in reality nature 
study and home-making; the child learns something about 
soil, where various plants grow, the clays, loams, rocks, peb- 
bles; he learns about streams and rivers, hills and valleys. 
Frequent excursions should be made to learn about these 
things from nature— examples can be found right around one. 
He learns something about the weather — a daily weather map 



132 COURSE OF STUDY 

should be kept. He learns something about food, shelter, and 
clothing — where wie get our foods, how we preserve them for 
winter; the different kinds of shelter, why we need different 
shelter in winter and in summer; where we get our clothing, 
why we need more in winter. 

We get the acquaintance with these things in our own 
neighborhood first, then through reading such a book ae 
"Around the World wiith the Children" we get acquainted 
with conditions in other countries beside our o^mi. This is 
also brought about by the border and sand table work of the 
year; it is quite customary to use the Eskimo Motif for Janu- 
ary and the Japanese Motif around cherry blossom time. 

The other important element that the child should get in 
the third grade is location. First he should get himself lo- 
cated, he should learn how to find north, east, south, west; 
from that he can get his school located, his home, the direc- 
tions of the roads leading from school and home. 

The next step is to locate things and places on the map : 
he learns the parts of a map that correspond to north, east, 
south, west, then he begins to draw maps — of his desk, of the 
schoolroom, of the school grounds, of his village, of his county, 
of liis state. At the same time a community map should be 
made on the sand table — the school, church, stores, houses, 
roads, etc., should all be located and placed in position. 

This work can be done a little at a time, extending through 
the entire year and formis a splendid basis for the topic treat- 
ment of the succeeding gardes. 

Geography — Fourth Grade. 

1. The Study of foods. 

An excursion to the grocery store. Food products and 
where they come from, fruits, vegetables, flour, cofifee, sugar. 

2. Clothing. The raw materials from which clothing is 
made, cotton, wool, silk, etc. Excursion to a cotton gin or 
cotton mill. 

3. House-1)uilding. Materials used and sources. Excur- 



ELEMENTARY SCHOOLS OF TENNESSEE 133 

sion to a house in process of construction. House building- in 
cold countries (Eskimos), houses in hot countries, as in Cen- 
tral Africa. 

4. Farming and gardening. Visit to a garden in the fall. 
Harvesting of crops. Truck farming near the cities. 

5. Milh and dairy products. Visit to a dairy. A pure 
milk supply. 

6. Lumbering. Visit to a saw mill. The yellow pine lum- 
ber belt of the south. 

7. Description of a coal mine. Use of coal and location of 
coal areas. 

8. The Tennessee River and water powers. The valley of 
East Tennessee, Knoxville, Hale's Bar and the Mussel Shoals. 
Locks. See Type Study on Mussel Shoals, Peahody College 
series. The Cumberland Eiver, dams and locks. The Ten- 
nessee Gorge and Lookout Mountain. 

9. A Cotton Plantation. See Type Study on Cotton, Pela- 
body College series. 

10. The Sonthern Appalachian Mountains. The Great 
Smokies. Streams breaking through the mountains. Ashe- 
ville as a tourist resort. Chattanooga and its surroundings. 

11. Tobacco-raising in Kentucky and Tennessee. 

12. Early settlement of Tennessee. The Watauga settle- 
ment — Nashville. Connect with the history stories of Robert- 
son and Sevier. 

13. The Bluegrass Region of Kentucky; connect with the 
story of Daniel Boone; The Wilderness Road; Boonesboro. 

14. AVestern Tennessee. 

a. The Mississippi River. 

b. Memphis. 

(1) Location on the bluffs. 

(2) Important as a commercial and railroad center. 



134 COURSE OF STUDY 

Suggestions as to how to use the text-books in fourth grade 
geography in connecton tvith the work outlined ty topics for 
this grade. 

1. Since the fourth grade is the transition period, when 
the child begins to study books, since it is his first experience 
with a text in geography, the first lesson or two should be de- 
voted to getting acquainted with the book. 

a. He should learn it has a name of its own — just as he 
has — where to find it. 

b. Teacher and pupils together should look at the pic- 
tures and talk about them. This book is rich in colored 

pictures, by means of these the teachers can easily catch 
the child's attention and arouse his interest. 

c. He should leiarn to find what he wants in the book — 
the use of the table of contents (for general topics), of the 
index in the back of the book (for particular places and 
things). 

d. He should look over the various tables in the back, 
that he may know what sort of information they contain^ 
so that he will know where to look for information wlien 
he needs it. 

e. All the different kinds of maps in the book should be 
examined and discussed. 

2. A fine point of contact for beginning the fourth grade 
study of geography is to be found in maps on page 66, since 
this sort of work is supposed to be done in the third grade, and 
this becomes, then, merely a review and enlargement of former 
study. (Do not feel that you must begin on the first page of 
the book and go straight through because the book is arranged 
that way. The book is for you to use to the best advantage, 
not to tie you to it page by page as a slave. The important 
point to be kept in mind is that we want our pupils to know 
something about the earth as the home of man. Then we must 
remember that the child learns best when he is interested and 
that he is interested when we start with something he knows.) 

8. A lesson should be given on v.'^niDarison of the three 



ELEMENTARY SCHOOLS OF TENNESSEE 135 

kinds of maps ou pages 70, 72, 73, — what we can learn from 
each one, what the colors mean, how this is going to help 
us in our further study, etc. 

4. There should be a lesson on Land and Climate, page 
61 — not in detail, but in such manner as to get some idea of 
the effect of climate on people and products. 

5. A study of relief and physical maps should naturally^ 
lead to a desire to know what sort of things grow in the 
highlands and lowlands, the conditions of the people who live 
there. The discussion of the effect of climate enters int(3 this. 

6. JS^ow can be taken some of all of the first seven of the 
big topics outlined, raragraph references in the text will be 
given, Tn addition to this all the reference material accessi- 
ble should be used. Do not fail to make the excursions rec- 
ommended when possible and gather all the information possi- 
ble by asking questions of people who handle foods, clothing, 
lumber, etc.. of people who have traveled; of the government. 
(Information can be secured by writing for it). 

Topic 1— Paragraphs 3, 38, 43. 

Topic 2— Paragraphs 4, 100, 101, 126, 133, 137. 

Topic 3 — Paragraphs 5,127. 

Topic 4— Paragraphs 10, 11, 12, 18, 19, 20, 21, 22, 23, 

104, 113, 124, 133, 139, 148, 157. 

Topics 5 — Paragraphs 24, 25, 113, 140. 

Topics 6— Paragraphs 27, 28, 29, 105, 125, 135. 

Topics 7— Paragraphs 33, 114, 125, 135. 

7. When we take up the study of sections, it is well to 
study our own section first, to make a full study of it, and 
use it as a basis of comparison for other sections. (The reason 
for this is that the children know something of their own 
section to start with, will know more when they have studied 
it. and then will have some actual experience and informa- 
tion to refer to in o;etting new information.) Topics 8. 9 
10. 11.. 12, 13. 14, deal mostlv with our section, the South 



136 COURSE OF STUDY 

Central States, page 115. Some or all of these topics should 
now be taken up for an intelligent understanding of Tennes- 
see geography and that of all of this section. 

8. The other sections maj?^ then be taken up — if there is 
time for it — and comparison made with the South Central 
States as to position, surface, climate, industry, products, 
important cities. 

9. The purpose of studying sectional geography in the 
fourth grade is more for the purpose of getting a general 
idea of the region than to get detailed information. 

10. In taking up a section such questions should be asked 
as, "What climate would you expect this section to have 
from its location?" "'What industries would you expect to 
fmd here?" What products would you expect to get from 
this section?" Why do you suppose this city was located 
here?" "In which direction would you expect the rivers to 
flow?" "Would you expect to find health resorts here, 
pleasure resorts?" Then, constantly, the effort should be 
made to increase the accuracy of the child's judgments — he 
"\^ill be interested himself, to see how nearly he has judged 
conditions from the map and his previous knowledge. 

This will be found most valuable exercise for future work. 

GEOGRArHY FIFTH GRADE. 

1. Farming with big machines. A wheat farm in Dakota, 
Type Study in tlie Peabody College series. 

2. Iron ore. Coal and iron or steel works at Birmingh|am. 
B. Sugar plantation in Louisiana. 

4. New Orleans as a gulf port. Improvement of the harbor. 
The Industrial Canal. Capt. Eads and the Jetties. See Type 
Study in Peabody College series. • 

5. Fishing along the gulf. Oyster fisheries. Tarpoon. 
Gulf resorts. 



ELEMENTARY SCHOOLS OF TENNESSEE 137 

C. The first Steamboat on the Ohio and Mississippi. See 
Type Stndy in Peabody College series. 

7. City of Nashville, Capitol building. State government. 
The legislatnre and law-making. The state schools. 

8. The Great Lakes region. Shipping and cities on the 
Great Lakes. Chicago, Detroit, Cleveland, Buffalo. Ship- 
ments of lumber, iron ore, coal, etc. 

9. Corn production and the corn belt. Stock-raising. The 
dairy industry. See Type Study on Corn, Peabody College 
series. 

10. Niagara Falls. Scenery, Gorge, Water power for 
manufacturing. 

11. The Hudson River. Highlands. Exploration. Story 
of Henry Hudson. Commerce and connection with the Erie 
Canal. Other coastal rivers on the Atlantic Coast. 

12. Yellowstone Park. Scenic region. Compare with 
Glacier Park and Yosemite. Compare with White Moun- 
tains and Adirondacks. 

13. Gold mining in California and Colorado. Story of the 
49'ers and settlement of California. Copper mines at Ruth 
and Douglas. 

14. Salmon Fisheries along thee Columbia. Compare 
with cod fisheries on the N'eW England coast and on the banks 
of Newfoundland. 

15. Study of the Earth as a whole. Maps of the world. 
Locate continents and oceans. 

16. General survey of South America. Chief rivers, conn- 
tries and cities. 

17. General survey of Europe. 

18. Asia and' Australia. 

19. Africa in outline. 



138 COURSE OF STUDY 

Geography — Sixth Grade. ■- 

1. The Mississippi River as a great valley. Floods on the 
Mississippi. The levies. Improvement of rivers by dams and 
locks. Commerce and steamboating. Chief cities on the 
rivers as trade centers. 

2. The Erie Canal — its history and rebuilding. Other 
canals, Welland, Illinois and Michigan. 

3. Cotton Mills and cotton manufacture in New England. 
Cotton manufacture in the Carolinas and the South. Woolen 
mills and woolen manufacture. Silk and silk mills in New 
Jersey. 

4. The Pennsylvania Railroad a type of railroad system. 
"New York Central, Baltimore & Ohio, etc. 

5. New York City. Its growth. Its inland and foreign 
commerce. Kapid transit and city improvements. 

6. Pittshurgh, the center for' the steel industry. Other 
important cities of steel production, as the cities on the south 
shore of Lake Erie, Chicago, Gary, Birmingham. 

7. The Alleghany Mountains. The great valley. Rivers 
flowing east and west. 

8. The city of Washington. Its plan and growth. The 
Capitol and White House. Other public buildings, as the Con- 
gressional Library, Treasury Building. Patent offiee. De- 
partment of State. The three departments of government. 

9. Florida and the winter resorts. Hotels. Fruit-raising. 

10. Oil wells and oil production in Pennsylvania. Later 
oil development in Oklahoma, Texas, and the Southwest. 

11. Irrigation on the Salt Eiver and in the west. See 
Type Studies, Peabody College series. 

12. San Francisco as a Pacific port. Other ports on the 
west coast, as Los Angeles, Portland and Seattle. 



ELEMENTARY SCHOOLS OF TENNESSEE 139 

13. Voyage from Seattle along the western coast to Alaska. 

14. The Eocky Mountains as a whole. Pike's Peak, Long's 
Peak, Mt. Shasta, Mt. Kainier. 

15. The study of North America as a whole. Great 
river systems. Mountain systems. Influence of the winds 
upon the climate. 

Geography — Seventh Grade. 

1. Map study of South America. Mountains, rivers, and 
countries. 

2. The Amazon. Equatorial forest. Navigation of the 
river. Eubber industry. 

8. Coffee plantation in Brazil. Preparation and shipment 
of coffee. Santos. 

4. Eio de Janeiro, the port of Brazil. Compare with 
other seaports of South America and of North America. 

5. Buenos Aires in Argentina. The La Plata shipments 
to the United States and to Europe. History of Argentina. 

0. Chile and other Spanish States of South America. The 
nitrate beds. 

7. Map study of Europe. Mountains and rivers and coun- 
tries. The peninsulas and irregular coast line of Europe. 
Gulfs and bays. 

8. The Alps. Mt. Blanc. Sources of rivers. The lakes 
and resorts of Switzerland. 

9. The Ehine Eiver. History and scenery. The Danube, 
Volga and others. GTeat cities. 

10. The Fiord coast of Norway. Mountains and glaciers, 
scenery, fishing, forests. Compare with coast of Africa. 

11. Glasgow. Its harbor improvement and shipbuilding. 
Liverpool and harbor improvements. Manchester and Ship 



140 COURSE OF STUDY 

Canal. Other great seaports — London, iintwerp, Hamburg, 
Marseilles, Naples, Constantinople. 

12. Silk culture and manufacture at Lyons. 

13. Paris the modern city. Compare with Boston, Phila- 
delphia, New York. Also with Dlresden, Munich, Venice, and 
I^ome. 

14. Manchester and Birmingham as manufacturing cities 
in England. 

15. Petrograd built by Peter the Great. Vienna and Ber- 
lin, Capitol Cities. 

16. Rome the ancient city. Compare with Athens and 
Constantinople. 

17. The M(.'diterranean Sea. Historic importance of the 
Mediterranean. 

Geography — Eighth Grade. 

1. JMap stud}' ;ind survey of Asia. Edvers, mountains, 
deserts, and countries. 

2. The British colonial system. India, Australia, South 
Africa, Canada and Islands. The Spanish Colonies. Tlie 
Dutch (^olonies. 

3. Tlie F'hort route to India, via the Mediterranean and 
Suez. The Suez Canal. The old route by Cape of Good Hope. 

4. The Himalaya Mountains. Compare with Andes, Alps 
and Rockies. 

5. The Yangtze River, chief avenue of traffic. Large cities. 
Compare mth Mississippi, Hoangho, and Danube. 

6. The Trans-Siberian Railway. Compare with the Union 
Pacific. Its use in the Russo-Japanese war. 

7. The people of Japan. Character of their island home. 
Their art and manufactures. Rapid progress in Japan. 



ELEMENTARY SCHOOLS OF TENNESSEE 141 

8. General survey of Australia. Its rapid settlement and 
growth. Gold discoveries. Sheep industry. 

9. Survey of Africa. Its European colonies. Great rivers, 
mountains and deserts. 

10. The Sahara Desert. Its people. The Bedouins. Cara- 
vans. Deserts of Arabia and Gobi compared. 

11. The Nile Eiver. Its history and monuments. Irri- 
gation from floods. Compare with the Mississippi River. The 
Congo, Compare with Mle and Amazon. 

12. The Gulf current in the Atlantic, The Japan cur- 
rent in the Pacific. Causes and effect of these currents. 

13. The Panama Canal. Its building influence on world 
commerce. See Type Study on Panama Canal in Peabody Col- 
lege series, 

14. North America compared with other continents in 
size, resources, mountains, rivers, and people. 



142 COURSE OF STUDY 

HISTORY 

Introduction 

The history text books assigned tor the ditfereut grades 
from the fifth through the eighth should be used with dis- 
cretion. Some topics are far more important than others 
and should be illustrated and enlarged beyond what is fur- 
nished in the regular texts. 

Jiurgoyne's campaign and the Constitutional convention of 
1787, for example, are very important and should receive a 
full treatment, even if some less important subjects have to 
be omitted. 

The Virginia Plantation and the Purchase of Louisiana 
are such outstanding topics that they deserve a full treatment 
such as is supplied in the pamphlets referred to. Teachers 
should make a special stud}' of such topics and learn how 
to [H-escnt them to classes and to discuss them intelligent- 
ly. The richer, concrete development of such topics will 
a^^■akell tlie childi-en to a real interest in history. 

The teachers should understand that the books are filled 
up with a multitude of minor topics, which there is not time 
to teach. It is a Avise plan to select the more important cen- 
tral topics and to discuss and illustrate them fully — omit- 
ting many secondary matters. It is better to make a full study 
of one good story like that of Daniel Boone than to learn the 
names and dates of a dozen explorers of less consequence 
such as Cartier, Verrazano, Kit Carson, Pike, Hennepin, 
Harrod, etc. 

It is a common fault of almost all of our text books in 
geography and history that they are overloaded with bare 
facts and brief statements. The remedy for this is for the 
teacher to pick out and emphasize the few main topics and 
enlarge upon them. 

In teaching history in these grades particular nttentioTi 
is called to the following points: 



ELEMENTARY SCHOOLS OF TENNESSEE 143 

1. Use maps in nearly all lessons as a geographical basis 
for better understanding of history. Blackboard map- 
sketches should be freely and constantly employed by 
both teachers and pupils as an illustrative device; for 
example, Burgoyne's invasion, the Purchase of Louisiana. 
Teachers commonly neglect this use of blackboard sketch- 
ing as a clear basis for knowledge. 

The fact is that history and geography go together and 
can be properly separated. Half of our knowledge of 
geography should come from our study of history and 
much of the meaning and interest in geography comes 
from history. 

2. Children should be held responsible for the full repro- 
duction of history topics in good English. It is not 
enough to read about a topic and discuss it. Closing the 
book, the child should be able to render the account in 
good sentences, expressing his thought connectedly and 
adequately. Teachers talk too much and they fail to get 
a proper and full response from children. The final test 
of a lesson is what the child can give without help from 
the teacher. It takes time and effort to get this result, 
that is, the satisfactory reproduction of the lesson by the 
children; but it is worth all the time and labor it costs. 

. This full reciting of his lessons by the pupil is among 
other things the best kind of language work. 

3. The seven history stories assigned in this outline to the 
fourth grade are particularly appropriate to Tennessee as 
they deal with the early pioneer life of Tennessee, and the 
neighboring states. These stories can be found in the 
commonly used supplementary history books. They 
should be well told by the teacher and retold by the chil- 
dren, with such discussion as naturally arises. A good 
share of western geography will be learned best in con- 
nection with these stories. Use the blackboard freely and 
the large wall maps of the United States. Show the chil- 



144 COURSE OF STUDY 

dren how to sketch outline maps quickly ou the board. 
Use pictures also aud diagrams to exhibit forts and 
palisades. Teachers should all cultivate the ait of good 
story-telling and then give the children a chance to re- 
produce such tsories both orally and in Avriting. The 
whole school can be formed into one class for such lively 
story-telling and language work. 

4. In dealing with these stories of pioneer life in Tennessee 
and other states, history, geography and language lessons 
can be brought together and combined into a strong series 
of lessons. These studies reenforce one another and the 
results make knowledge more thorough and effective. The 
children will really master a few things and also learn 
bow to use them. If a few of these studies are thoroughly 
and well done, it will greatly improve the teaching in all 
subjects. 

5. In the intermediate grades history should be almost en- 
tirely biographical and the stories should be descriptively 
full, enriched with anecdote and adventure; short, scrappy 

stories are not satisfactory. They should be elaborately 
worked out and presented in a lively way by the teacher. 
We are more concerned with a first-class story that in- 
terests the children than in memorizing a few dry facts 
and dates. Children will become strongly interested in 
a few great men and womlen and in their achievements. 
The teachers themselves can afford to make a full study 
of such biographies as a basis for strong enthusiastic 
teaching. 

HISTORY STORIES FOR HOLIDAYS AND CELE- 
BRATIONS 

Second and Third Grades. 

1. Thanksgiving day. In connection with Forefather's day. 
Coming of the Pilgrims. 



ELEMENTARY SCHOOLS OF TENNESSEE 145 

2. Christmas Celebi atioii. Songs of Christmas time and 
Christmas stories and recitations. 

3. Washington's and Lincoln'is Birthdays. Stories of their 
early lives. Recitations. 

4. Life of Robert E. Lee. 

HISTORY— Fourth Grade. 

The following biographical stories to be told in lively nar- 
rative by the teacher and fully reproduced by the children. 

Wall maps and simple blackboard sketches freely employ- 
ed by the teacher Avill add greatly to clearness and interest. 
Take time enough to do this work well. It is an excellent 
substitute for language lessons and clears up much of the 
geography as well as the earlier, simpler parts of history. 

1. The story of James Robertson. Early life in the 
Watauga settlement in East Tennessee. Later his founding 
of Nashville. See Pioneer history stories of the Mississippi 
Valley. 

2. John Sevier. Conflicts with the Indians. Later govern- 
or of Tennessee and member of Congress. Same reference as 
above for Robertson. 

3. Daniel Boone and the Settlement of Kentucky. Early 
life in Pennsylvania and Backwoods life in North Carolina. 
The journey to" Kentucky. The Wilderness Road. Building 
and defense of Boonesboro. See Type Study in Peabody Col- 
lege series. 

4. De Soto. His exploitations and wanderings through the 
southern states. Discovery of the Mississippi River. See 
Pioneers of the Mississippi Valley. 

5. Ponce de Leon in Florida. 

6. John Ross. His early life. The removal of the Ohero- 
kees west of the Mississippi River. 

7. The story of David Crockett. A hunter. The story of 
the Alamo in Texas. 



146 COURSE OF STUDY 

HISTORY— Fifth Grade. 

Adopted Text: Mace's Elementary U. S. History. 

1. Columbus. Full biographical story. Geography of 
those times shown by maps. Voyages. See Pioneer History 
Stories on Land and Sea. 

2. Magellan. First voyage around the world. Map of his 
ship's journey. See Pioneer History Stories on Land and Sea. 

3. Drake's plundering voyage in the Golden Hind. Ra- 
leigh and Queen Elizabeth. 

4. Champlain's first expedition against the Iroquois. La- 
Salle's exploration of the Great Lakes and the lower Mississip- 
pi Valley. See Pioneers of the Mississippi Valley. 

5. John Smith. His explorations. Adventures in the first 
settlement of Jamestown. See Pioneers on Land and Sea. 

6. Early life of Washington, Braddock's expedition and 
defeat. 

7. Lewis and Clark's exploration of the Louisiana Pur- 
chase. See Pioneers of the Rocky Mountains and the West. 

8. Early life of Lincoln in Kentucky and Indiana. Trip 
on a flatboat to New Orleans. See Pioneers of the Mississippi 
Valley. 

9. Fremont's trips through the Rocky Mountains. Salt 
Lake. Crossing the Sierras in winter. See pioneers of the 
Rocky Mountains and the West, 

10. Discovery of Gold in California. The 49'ers. See Pio- 
ners of the Rocky Mountains and the West. 

Biographies from the First Book of American History. 
Mark Twain — Chapter XXII 
Clara Barton— Chapter XXIII 
Theodore Roosevelt — Chapter XXIV 
Thomas Edison — Chapter XIX 
Woodrow Wilson — Chapter XXV 



ELEMENTARY SCHOOL OF TENNESSEE 147 

Stories from European History. 
King Alfred iu EnglaDd. 
Robert Bruce, King of Scotland. 
William Tell, the Swiss Hero. 

Richard the Lion Heart. 

History — Sixth Grade. 
Adopted Text: McGee's History of Tennessee 
Review some of the important topics in Mace's First Book 
before beginning McGee's History of Tennessee. 

1. The Plymouth Colony. Miles Standish. The Massachu- 
setts Bay Settlements. Puritans. The Town meeting and 
pure democracy. 

2. The Virginia Plantation. Coming of the Cavaliers. 
Large plantation life. See Type Study. The Virginia Plan- 
tation in Type studies of Peabody College series. 

3. William Penn and the Quaker settlement. Penn in Eng- 
land and in America. 

4. The Dutch at Manhattan. Stuyvesant. 

5. The Iroquois Indians of Central New York. Indian 
mode of life. Conquests. 

5. The early life of Franklin in Boston and Philadelphia. 
Social service in local affairs. His plan of Government in 
New England. 

6. Bacon's Rebellion in Virginia. Andros as Royal Gov- 
ernor in IS'ew England. 

7. The French in Canada. Montcalm and Wolfe. Conquest 
of Quebec. Treaty of 1763. 

8. Conditions of the colonies in 1763. Survey of colonial 
life, commerce, education. 

Topics from McGee's History of Tennessee. 
Early explorers and Indians. 



148 COURSE OF STUDY 

K^view of Eobertson, Sevier, and Booue. 

King's Mountain in tbe Revolution. 

The Career of James K. Poll^. The Mexican War. 

Andrew Jackson's Early Life. 

Conflict with the Indians. Battle of New Orleans. 

Sam Houston, Governor of Tennessee. 

Life of Andrew Johnson. Governor, President. 

Topics and Stories from European History: 
King John and the Magna, Charta. 
Charles I and Cromwell. 
Queen Elizabeth and the Spanish Armada. 
The Life of Martin Luther. 

History — Seventh Grade. 

Adopted Text: Thompson's U. S. History. 

1. Eeview briefly the Colonial period. 

2. Causes leading to the Revolution. Life of Samuel 
Adams as opponent to the British. 

3. Lexington and Bunker Hill. 

4. Movements about New York. Trenton. 

5. Declaration of Independence. 

6. Burgoyne's campaign from the North. 

7. Activity of Franklin in France. 

8. John Paul Jones, the naval hero. 

9. Campaign against Yorktowti. 

10. George Rogers Clark and the Conquest of the North- 
west. 

11. Treaty of Paris. 

12. Constitutional Convention of 1787. 

13. The Inauguration of Washington. 

14. Hamilton's plan for funding the debts. 

1.5. The purchase of Louisiana. See Type Study in George 
Peabody College Series. 



ELEMENTARY SCHOOLS OF TENNESSEE 149 

16. The first Steamboat. Robert Fulton. First Steam- 
boat on the Ohio. See Type Study in Peabody College Series. 

17. Life of Jefferson, founder of democracy. 



History — Eighth Grade. 

Adopted Text: Thompson's U. S. History. 

1. The rights of Seamen. War of 1812. 

2. The Monroe Doctrine. James Monroe. 

3. History of Slavery. The Missouri Compromise. The 
Cotton Gin and Eli Whitney. 

4. Life of John Quincy Adams. 

5. The Erie Canal. Old National Eoad. See Type Study, 
Peabody College Series. 

6. Webster-Haynes debate and nullification. John C. Cal- 
houn. 

7. Texas, the Lone Star State. The Alamo. Life of Sam 
Houston. 

8. The Mexican War. New Territory. The Oregon Ter- 
ritory. 

9. Gold discoveries. California admitted. First Pacific 
Railway. Life of Henry Clay. 

10. Important Inventions. The Telegraph and Samuel 
Morse. The Reaper, McCormack. 

11. The Kansas-Nebraska BiU. Douglas. 

12. The Lincoln-Douglas Debate. 

13. Lincoln and the Civil War. Bull Run, Chickmauga, 
Gettysburg. 

14. Losses and costs of the Civil War. 

15. Reconstruction and rebuilding in the Soutli. 

16. The problems of immigration. See Chapter VII, The 
Making of Americans. 

17. Grover Cleveland and democracy's return to power. 



150 COURSE OF STUDY 

18. The life of Wm. McKinley. A protective tariff, ^^ee 
Dunn, Chapter XXV. 

19. Eoosevelt and the Panama Canal. 

20. Growth of the city of Washington. The Governments 
at Washington. See Dunn, Chapter XXIV. The Government 
of the Nation. 

21. Causes leading up to the World War. Woodrow Wil- 
son and the League of Nations. 

The topics on "The Community and the Citizen," by Dunn, 
can be interspersed at suitable points among the history sub- 
jects as arranged above. 



ELEMENTARY SCHOOLS OF TENNESSEE 151 

V 

CIVICS 

The purpose of the course in Civics is to give the pupil 
the correct idea of his privileges and rights, his duties and 
obligations as a member of the family, the community, the 
State and the Nation; to lead him to see the need of good 
government; to prepare for intelligent suflerage through the 
exercise of civic judgments upon concrete problems. 

To accomplish this purpose, the work may probably be 
introduced into each year of the entire elementary school 
course. This aim may be realized by study of 

1. The child and his home. 

2. The child and the school. 

3. The child a part of the community. 

4. What the community does to take care of its health. 

5. State Government and the Community. 

6. National Government and the Community. 

7. County Government. 

8. State Government. 

9. City Government. 

10. National Government. 

11. How expenses of the government are met. 

12. Social and economic problems of today. 

In the first four grades the children may be given, in con- 
nection with their language and reading, ideas of helpfulness 
and cooperation that will later develop into good citizenship 
principles. Beginning with the immediate needs of the child, 
he may be shown the work done by many people to give us 
food, clothing and shelter. 

The privileges and pleasures of community life should be 
emphasized— the work on the farm, the schools and churches, 
and the public .roads. 

In connection with geography and history lessons, life and 
government in pioneer days may be contrasted with present 



152 COURSE OF STUDY 

day life and government, and the effects of inventions and ma- 
chinery may be shown. 

When the first text on history is taken up, Grade V, some 
distinct phases of the study of civics may be taken up with the 
work in history. This should be continued through Grades VI 
and VII, taking up the topics that touch, directly, the life 
of the child. 

A text in Civics may be used in the last half of Grade VIII, 
and a more thorough study made of some topics previously 
presented, and the fundamentals of county, state and national 
government presented. 

Following is a list of the material that should be covered 
in Grades V, VI, and VII. 

Grade v. 

1. Give some evidences of local county government. 

2. Give some evidence of State government. 

Example: Good roads and road building. 

3. Give some evidence of national government in Ten- 
nessee. 

Example: post office; rural free deliver3\ 

4. The County. 

a. Present population of the county. 

b. County Court — governing body of the county. 

c. For what officers do the people of the county vote? 
(Election time will bring this out.) 

d. How many school children in your county? 

e. How is the school board elected? How many mem- 
bers? Who are the present members of the Board? Who is 
your county superintendent of schools? 

f. What is the work of the school board? 

g. Give evidences of State and County aid on your 
roads. 

5. Some facts about State and Nation. 



ELEMENTARY SCHOOLS OF TENNESSEE 153 

a. Population of Tennessee. 

b. Name and locate the six largest cities in Tennessee. 

c. Name the governor of the State. 

d. Give evidence that you know that Tennessee has a 
Pure Food and Drug Law; that the Nation has one. 

e. Who is the president of the United States? 

f. What men help him plan his business? (Cabinet.) 

Grade vi. 

1. Health Department in County and State. 

a. Health and the schools. 

b. Fighting contagious diseases. Point of departure: 
vaccination when children enter school. 

2. Water Supply. 

a. Precautions necessary to insure good water at 
school, at home. 

b. Work of State Board of Health and of U. S. Pub- 
lic Health Service to inform people about protecting water 
supply. 

.3. Milk sent to the city; inspection of milk. 

4. Immigration; naturalization. 

5. Elections. 

(Make simple and vivid at time of elections.) 

6. Boys' and Girls' Reformatory. 
Juvenile Court. 

Tennessee Industrial School. 

(Compulsory Attendance Law.) 

7. Flies and disease, a civic problem. 

How to eliminate from the home and the community. 
Point of departure: Daily lunch box and its care. 

Grade vii. 

1. Park Boards, 

a. National Parks. 

b. County and City parks. 



154 COURSE OF STUDY 

2. Parent-Teacher Association and community fair, for 
improvement of the community. 

3. County Council of Agriculture— for improvement of 
■farming interests of the county. 

4. Chamber of Commerce — for the improvement of the 
city. 

5. Conservation of Forests and Trees. 
State Game Laws. 

Point of departure — bird season. 

6. Government construction of roads, canals and har- 
bors. 

7. State Governments — state taxation. 

8. Mosquitoes and disease — a civic problem. 

Grade viii. 

(Give thorough, detailed review of the work as outlined in 
Grades 5, 6 and 7.) 

This course is planned for the last half of the 8th Grade, 
after the study of the History text is finished. It is intended 
to be suggestive and to create an interest in the agencies that 
are at work in every community to promote the welfare of its 
citizens. The children should be given the idea of good 
citizenship as something in which every man, woman and 
child should take an active part. 

Subjects or problems chosen refer to local. State and Fed- 
eral government agencies which are in evidence constantly, 
either right around the child, or through conversation, or 
through the newspapers and magazines. Public health, pub- 
lic recreation and public utilities are a part of the daily life of 
every community, so too are such agencies as employees of the 
Post Office Department, and the Department of Agriculture; 
supervision of pure food and drugs; immigration and natur- 
alization. The work should be presented through local interest. 

These lessons need not be followed in the order given. An 



ELEMENTARY SCHOOLS OF TENNESSEE 155 

immediate issue arising gives immediate occasion for pre- 
sentation of a subject. If the class is studying the Health 
Department and the newspapers should announce the recall 
of our minister to some foreign country, the teacher should 
leave the subject assigned and discuss U. S. foreign relations. 
Elasticity of method is necessary in presenting civic topics, 
because civics is but a presentation of human welfare work- 
ing through local and national authority. 

However, summaries of the work covered will be found 
valuable in helping the pupils to organize the material they 
have been gathering from various sources. 

TEXT : Dunn, The Community and the Citizen. 
I. Schools. 

1. How are the public schools supported? 

2. Who pay the taxes? 

3. How much does it cost your county to educate a pupil 
if he attends every grade from the first through the high 
school? Does it pay? 

4. Why cannot the family educate the children? 

5. What does the school do that the parents cannot do? 

6. Is education compulsory in our Stat?e At what age? 
For how many years? 

7. Why are evening schools necessary in factory districts? 

8. Why should the Government aid vocational education? 

9. Why should agricultural schools be developed? 

10. What does Tennessee do for public schools? 

11. How are the schools of jonv county organized and 
managed ? 

12. LfOcate the State University. Who may attend ? 

13. What is the purpose of the State Normal Schools ? 
Locate the normals in Tennessee. Who may attend? 

14. What is the need of high schools in your county? 

15. How may they be placed in reach of all the children? 



156 COURSE OF STUDY 

16. The schools a civic center — how may you make your 
school a civic center? 

17. Government schools — work with the Indians; in the 
territories. 

II. Charities and Corrections. 

1. Asylums. 

2. Almshouses. 

3. Schools for feeble-minded children. 

4. Home for Aged and Infirm. 

5. Home for Crippled Children. 

6. Boys' Eleformatory. 

7. Girls' Reformatory. 

8. Juvenile Court. 

9. State Industrial School. 
10. State Penitentitary. 

III. Department of Health — its campaign against Tubercu- 

losis. 

1. Work of the State Government. 

2. Work of the County Government. 

3. Anti-Tuberculosis Association. 

Health Crusade in the Schools. 

IV. The Community and the Citizen. 

1. What is a community? 

2. Membership in a community. 

3. What fixes the limits of your community? 

4. Comnivmity interests : 

a. Community fair. 

b. Parent-Teacher x4.ssociation. 

c. The School. 

d. The Church. 



ELEMENTARY SCHOOLS OF TENNESSEE 157 

e. The roads. 

f. Health problems. 

V. State Government and the Community. 

1. Pure Food and Drug Law. 

2. Taxes. 

3. Aid in road building. 

4. Election laws. 

5. Protect life nnd propert.y — right to trial by jury. 

VT. The National Government and the Community. 

1. Rural free delivery. 

2. Post office — postal savings, parcel post. 
.3. Aid in road building — transportation. 

4. I'rotect life and property. 

a. National defense. 

b. Army and Navy. 

5. Eegulation of interstate commerce. 

6. Government ownership of railroads; of telephone and 
telegraph lines. 

yil. Government of the County. 

1. Work of the County Court. 

a. Number of members, how and when elected. 

b. Matters over which they have jurisdiction. 

2. Duties of Magistrates. 

3. Other County Officers — sheriff, deputies, trustee, county 
judge, etc. 

4. Show how county officers are elected — state qualifica- 
tions. 

5. Necessity for electing well qualified officers. 

6. Suffrage. 

a. Who can vote? 



158 COURSE OF STUDY 

b. Qualifications of voters. 

c. Woman suffrage. 

cl. Method of nominating candidates. 

e. Political parties — why do we have political parties? 

f. How parties work, or party machinery; official 
ballot; how ballot is voted. 

g. Primary elections. 

h. Frequency of elections. 

VIII. Government of the City. 

1. Problems of city government. 

2. City commissioners ; duties, how selected. 

3. City manager. 

4. Advantages of commission form of government. 

5. The Mayor. 

6. Political parties and city government. 

7. City finance. 

8. Organization of Police, Health, and other departments 
of city government. 

IX. Government of the State. 

1. Our constitution ; represents supreme will of the people. 

2. Have we outgrown our constitution? 

3. Why are we asking for a iiew constitution? 

4. How may a new constitution be secured? 

5. General plan of our State Government. 

6. The Legislature — two houses. 

a. Powers and duties of members — (see State Con- 
stitution). 

b. Quorum. 

c. Show how a bill becomes a law : 

(1) Drafting a proposed law. 

(2) First Reading. 



ELEMENTARY SCHOOLS OF TENNESSEE 159 

(3) Bill referred to a committee. 

(4) Committee hearing. 

(5) Second Reading. 

(6) Tliird Eeading and conference. 

(7) Governor's signature. 

d. Name your representative to Congress ; your repre- 
sentatives to Nashville. Show difference between 
the two. 

e. Name our State Senators; their duties. 

7. Executive Department. 

a. The Governor; duties and qualifications (see con- 
stitution) ; how elected; tenure of office; veto. 

b. State Departments and their duties: Treasurer — 
state finance; Comptroller; Secretary of State; 
Adjutant-General; Board of Health; State Superin- 
tendent of Public Instruction; Department of Ag- 
riculture, etc. 

8. Judicial Department — our courts, duties of each. 

a. Justice courts. 

b. City and county courts. , 

c. Supreme court. 

d. Circuit court. 

e. Chancery Court. 

f. Court of Appeals. 

X. Government of the Nation. 

1. In connection with the work in History, study the evo- 
lution of the constitution, noting reasons which made 
necessary the adoption of the constitution. 

2. How the constitution may be amended. 
8. Distribution of powers. 

4. Representation in Congress. 

5. Legislative department. 



160 COURSE OF STUDY 

a. Senate and House of Representatives; number of 
members of each; how elected; qualifications (see 
constitution ) ; term ; salary ; presiding officer — 
power (see constitution). 

6. Executive department. 

a. President — powers; duties; salary; qualifications 
(see constitution) ; tenure of office. 

b. Vice-President — how elected; qualifications (see 
constitution) ; powers and duties. 

c. Show how president is nominated and elected. 

7. Judicial Department. 

a. Vested in a supreme court and five inferior courts — 
court of claims, district courts, circuit court of ap- 
peals, court of customs appeals, court of commerce. 

b. Judges are appointed by the president to hold office 
for life, or during good behavior. Judge may re- 
tire on full salary after reaching 70 years of age, 
if he has served ten years as a judge. Can be re- 
moved only by impeachment. 

8. President's Cabinet. 

a. Discuss the need of a president's cabinet. 

b. Discuss, briefly, the chief activities of the Marions 
departments. 

c. Who appoints department heads? 

d. Are members of cabinet responsible to Congress ? 

e. Department of State — official intercourse of United 
States with foreign governments. 

f. Treasury Department — charge of money matters of 
National Government. 

g. War Department — charge of army. 

h. Xlavy Department — controls United States Navy. 
i. Department of Interior— charge of public lands; 
patents; pension and Indian affairs; Education. 



ELEMENTARY SCHOOLS OF TENNESSEE 161 

j. Post Office Departnieut — United States Postal Ser- 
vice. 

k. Department of Justice — prosecutes persons accused 
of breaking laws of the Uinted States. 

1. Department of Agriculture — looks after interests of 
the farmers. 

m. Department of Commerce. 

n. Department of Labor — aids in development of com- 
mercial and labor interests. 

(In addition to the outline given the teacher should work 
out with the pupils an outline of constitutional prohibitions 
upon state governments; state rights; rights of citizens; per- 
sonal rights; public rights. Amendments to the constitution 
should be taught by referring constantly to the History of the 
United States which made necessary an amendment.) 

XI. How the expenses of the Government are met. 

1. Cost of government. 

2. Direct and indirect taxation. 

3. Eate of taxation. 

4. Evasion of taxes an injury to the community. 

5. Special forms of taxes. 

6. Licenses and fees. 

7. Imports and excises. 

8. Incomes and excess profits. 

9. Borrowing money — the Liberty Loans. 

10. Thrift and Wtar Savings. 

11. Monetary system — money, banking and credit. 

12. Expenses of the county. 

13. Expenses of State Government. 

14. Expenses of the National Government. 

XII. Social and Economic Topics of Today. 
1. Corporations. 



162 COURSE OF STUDY 

2. Welfare work. 

3. Food control. 

4. Labor shortage. 

5. InteiDational Law. 

6. American Federation of Labor. 

7. Women in Industry. 

8. Minimum Wtage Laws. 

9. rnternational trade. 

10. National control of food conservation. 

11. National resources, conservation and reclamation. 

12. League of Nations. 

13. The United States and Mexico. 

(By constant use of the daily papers and of current mtaga- 
zines, these topics may be kept up-to-date). 

Keference List. 

Magazines helpful in teaching civics. 

Literary Digest. 

The Survey. 

World's Work. 

Review of Reviews. 

Independent. 
Outlook. 

New Republic. 

Federated Charities Publications. 

Daily Newspapers. 

Current Events. 
Lessons in Community and National Life, Bureau of Eductatiun, 

Washington, D. C. 
Teaching History and Civics — Bourne. 
Various Civics texts. 
Reports of County, City, State and National Government. 



ELEMENTARY SCHOOLS OE TENNESSEE 163 



HYGIENE 

The importance of health to the human being cannot be 
overestimated; how to keep the health we have, how to make 
our bodies strong and efficient, are the things we need to learn 
— not how many bones make up the human skeleton, nor the 
complicated pumping system carried on by the heart. 

First of all, as teachers, we must take the right attitude 
toward health and sickness: health means sane, sensible liv- 
ing ; the common sense observance of the simple laws of health. 
On the other hand, sickness means the breaking of the laws 
of health; we must regard sickness as something that can 
be avoided, something to be ashamed of, not something to 
boast of and get sympathy for. 

In the first four grades our attention and time must be 
given to forming correct health habits; it is not always i>eces- 
sary that the little child should know tvhy he does certain 
things which we know he should do to be well and strong, 
any more than the little first and second grade i3upil should 
know the "why" for everything he does in arithmetic — the essen- 
tial thing is to do it, over and over, till the habit is fixed for the 
present and the future. Appeal to the play spirit of the 
child — make it a game, bring in competition; let one child 
compete against another, one grade against another, etc. ; best 
of all, let each child work to beat his own record. 

In the first four grades it is well to spend a month on one 
health law. During this time inspection should be made by 
the teacher or some delegated lieutenant to see that the law 
is being carried out. It is a good plan at the beginning of 
the time to be given to a health law for the teacher to make 
a suitable big poster, in color if possible (one can always get ad- 
vertisements from magazines, etc.), exemplifying that law, this 
to be kept up during the month, or length of time, given to its 
practice, then removed to give place to another poster. Dur- 
ing the time the children should be encouraged to make pos- 
ters or booklets for themselves. 



164 CONRSE OF STUDY 

A good deal of interest may be worked up by comparing 
the body to a machine, naming all the different parts whose 
good condition is necessary for the perfect working of the 
whole, then comparing the part under discussion with the 
machine to point out why it is necesasry to treat it as we ad- 
vocate. For instance, when we talk about sleep, we might 
say, ''Now, children, you know if we keep a machine running 
all the time, without any chance to rest, it does not last very 
long, does it? We want our little body machines to last a 
long time, so we must give them lotsi of chance to rest — not 
just one or two' parts, but all the machine, and the only time 
the whole machine can rest is when we sleep. Now, that means 
we must sleep a great deal, because the longer we sleep, the 
more rest our body machines will get, and the longer they 
will last, which means, the longer we will live." 

When discussing elimination, we might say, "Children, did 
you ever think about a stove being a machine? Well, it is 
one. You all have stoves in your homes. I want you to tell 
me what becomes of the coal and wood when we put it in to 
burn. Yes, it makes heat to keep us nice and warm, or to 
cook us some good things to eat, but there are always some 
ashes left, some waste part that does not go to make heat, and 
what becomes of that? Yes, we have to clean out the stove 
in order to make it burn well, do we not? And if we did not 
clean it out, do you knoAv what would happen? We would 
get less and less heat, because the stove would be all choked 
up, and after a while the fire just would not burn at all ! Now, 
let us ttiink about our little body machines, our little stoves :we 
put in fuel to burn — bread and milk, and potatoes and candy 
— all sorts of things we eat, which are just like the coal and 
wood we put in the stove. These things burn up in our body 
engines and make heat and give us the power to do things, but 
there is always some waste left that vidll not burn up, and, if 
we do not get rid of this, if we do not clean out our body en- 
gines every day, they Tsdll get more and more choked up, we 
will have less and less energy, we will feel all heavy and tired 
and, if somebody does not get us in time and make us clean 



ELEMENTARY SCHOOLS OF TENNESSEE 165 

out our engines, why they will just stop running entirely — 
that means we will die !" 

Topics to Be Made Into Laws for the Cultivation of Proper 

Health Habits. 

First Four Grades. 

1. Sleep — plenty of it. 

2. Exercises — how, when, where. 

3. Fresh air — need of. 

4. Elimination — need of. 

5. Food — kind (chance for suggesting right kind of luncn, 
proper way of eating it, social side, etc.). 

6. Skin — care of. 

7. Bathing — necessity for, kind. 

8. Teeth — care of, knowledge of, value of temporary teeth, 
value of first permanent teeth. 

9. Eyes — care of. 

10. Ears — care of. 

11. Nose — care of. 

12. H'air — care of. 

13. Nails — care of. 

14. Feet — care of. 

15. Clothes — kind, cleajiliness, care of. 

16. Posture — correct standing and sitting, how it helps. 

17. Breathing — through nose, mouth closed, why? 

18. Colds — what to do, why we get them. 

19. Cuts and bruises — what to do. 

Kleferences and Helps: 

Health Alphabet (fine for use in first four grades). 
Child Labor Bureau, New York. 

Health Training for Teachers (pamphlet), Child Labor 
Bureau, New York. 



166 COURSE OF STUDY 

Mother Goose (free health laws), Metropolitan Life 

Insinaiice Company, New York. 
Tooth Paste and Health pamphlets (free), Colgate Co. 
Tooth charts (free), Sanitol Educational Association, 

St. Louis, Mo. 
Baby's Teeth to 12th year, by Albert Westliake, Mitchell 

Kennerley, N. Y. 

Fifth Grade. 

Adopted Text : New Primer of Hygiene, Ritchie & Caldwell. 

Except for the fact that the fifth grade has a book, the 
work is very much the same as that done in the preceding 
grades. The emphasis is still on health — how to keep what 
we have, how to regain what we have lost. 

The keynote is struck at the end of the first chapter, after 
the term ^'hygiene" has been defined, "It is a most important 
subject, for its purpose is to teach you how you may be able 
to lead a happy, wortli-while life." This should be kept in 
mind by teacher and pupil. It points the right attitude toward 
all health work and gives an incentive to study and effort. 

Since our time in the first four grades has been given to 
forming correct health habits, after reading the first chapter 
in the book, let work really begin with a discussion of the 
eight health habits on page 113. 

Each one should check up the habits he has already formed, 
through the work of the first four grades, then the chapter on 
''The Importance of Habit" page 112 should be studied. 

(It is suggested that in the fifth grade, as in the preceding 
grades, a definite time be taken for each habit; that one at 
a time be stressed, for a month or so, while the regular hy- 
giene study goes on.) 

Next, take up chapter two, page 7, where the seven great 
laws of health are given. These should be fully discussed and 
compared with the health habits -on page 113, that the pur- 
pose of each health habit may be seen — how it is intended to 
carry out some health law. 

After full discussion, take up the laws, one at a time, and 



ELEMENTARY SCHOOLS OF TENNESSEE 167 

study all the subject matter of the book dealing with that law. 
In this way all the book is covered and in a much more in- 
telligent manner than by going through it page by page, for 
teacher and pupils have a definite plan: to explain and justify 
those laws which the author lays down as ''the greatest laws 
of health." 

Below are listed the page references under each of the seven 
laws : 

Law 1 — Pages 12-45. 

Law 2 — Pages 55-74. 

Law a^Page 37, Pages 75-89. 

Law 4— Pages 90-93. 

Law 5— Pages 40-41, 46-53, 70-74, 104-107, 124-137. 

Law 6— Pages 39-40, 95-103, 108-111. 

Law 7— Pages 44, 47-48, 62-69, 78-79, 118-123. 

The chapters on "Accidents" and ''Some Simple Exercises 
for Use in Schools" may be used at any time during the year, 
at the teacher's discretiou. It is suggested that the chapter 
on "simple exercises" be matde use of all during the year. 
After reading and discussing it, one exercise might be learned 
at a time and practiced for a week before the next is learned ; 
one pupil might be made responsible for each exercise, it being 
his duty to learn it thoroughly first, then teach it to the class 
or to the school ; a different pupil could be put in charge of the 
exercises each day or each week, to teach and conduct them. 

It is strongly urged that pupils study and recite by topics, 
not by the questions at the end of the chapters. The latter 
method is apt to make the work too choppy. Set up problems 
and let the children study to prove a point or to get some 
definite piece of knowledge. 

The "suggestions and topics for development" at the end 
of the chapters are very good and should be made use of, also 
any suggestions or problems in any part of this course in 
hygiene 



168 COURSE OF STUDY 

Sanitation and Physiology. 

Adopted Text: Ritchie's New Primer of Sanitation and 
Physiology — Part I. 

It is suggested that Part One be given in the sixth grade 
and Part Two be given in the seventh grade, recitation periods 
two or three times each week, if such an arrangement can be 
conveniently made. 

Sixth Grade. 

In following the outline given for this course stress frc 
queiitly the important points outlined for hygiene in the fift- 
grade. 

Study the health laws of the State of Tennessee. 

The suggested problems may be used in connection witl 
the lesson dealing with the iDroblem, as a summing up of th( 
teaching of a subject, as weekly assignments, or for club oi 
literary society work. In any case, the pupils should do tht 
work themselves, using as reference the text, any books tc^ 
which they have access, and the experience of any adults witl 
whom they come in contact. 

It cannot be overstressed that this method of teaching bj 
problems or big topics is the most vital of the present daj 
and brings the greatest benefit to the child. 

Part One. 
I. Bacteria. 

1. Size, shape, where found in nature. 

2. Useful bacteria — in milk, butter and cheese; in soil; 

causing decay of dead animals and vegetable matter; 
in canning fruits, vegetables and meats. 

3. Harmful bacteria that cause disease. 

a. H]ow to guard the mouth and nose. 

b. How to protect j^ourself from biting insects. 

c. How to take care of wounds. 

d. Protection bv antitoxins and vaccination. 



ELEMENTARY SCHOOLS OF TENNESSEE 169 

e. Destroy the breeding places of harmful bacteria. 
1 Protect all wells and springs from germs, 
g Filtration of city water. 

h. Avoid crowds in a close atmosphere — the air may be 
charged with many kinds of harmful bacteria. 

II. Sanitation : Prevention of germ, diseases. 
4J 1. Isolation of germ carriers. 

2. Prevent the spreading of germs, 
r a. By water, 

d b. By milk. 

c. By food supplies. 

d. By fighting flies, mosquitoes, etc. 
c 

^ 3. Dispose of all human wastes. 

il. Diseases. (Take up the study of diseases in textbook 
e following this outline) : 

1. Nature of the disease. 

2. First and later symptoms. 
; 3. Treatment. 

4. How the germs are spread. 

5. How to prevent communication. 

Write Dr. Olin West, of State Board of Health, Nashville, 
;nn., for literature on health and hygiene. 

^ Some Suggested Problems in Sanitation. 

1. Justify the title "Great White Plague" 'as applied to 
tuberculosis. 

2. Debate : Eesolved, That tuberculosis can be cured. 

3. Prove that vaccination is one of t*he greatest medical 
discoveries the world has ever known. 

4. Plan a campaign to break up malaria in any section 
subject to it. ' 

5. What would you do if you were bitten by a dog which 
appeared to have rabies? 



170 COURSE OF STUDY 

6. Debate: Eesolved, That medical inspection in sciiools 
is worth while. 

7. Prove that flies should be killed. 

8. Plan and carry out a fly-killing campaign. 

9. What would you do if there were two or more cases 
of typhoid fever in your neighborhood? 

10. What is your duty to your community in regard to 
sanitation? 

SANITATION AND PHYSIOLOGY. 

Part Two — Personal Health. 

Adopted Text — Part Two. 

Seventh Grade. 

Although this part of the book deals with the anatomy and 
physiology of the human body, the title "Personal Health'" 
points the way as to the placing of the emphasis in teaching. 
The important thing for the child to know is how to keep his 
various organs in a healthy condition ; it is not necessary that 
he learn the structure of these organs in their complicated 
details, or the number and names of the numerous parts, con- 
stituting them. 

A child should be able to locate the various organs of his 
body, he should know just enough of the structure to under- 
stand how well or poorly the organ is naturally protected from 
injury, and what he must do to insure adequate protection 
of it; he should know just enough of its functions to under- 
stand its importance and insure his giving it the proper care. 
This can be learned, in most cases, from reading and discus- 
sion ; by no means should the child be compelled to commit to 
memory the subject matter of the text. The teacher must 
use judgment. 

Below are suggested what seem to be the most important 
topics to be considered, following the order of the book. 
1. How the human body is composed of cells. 



ELEMENTARY SCHOOLS OF TENNESSEE 171 

2. The general plan of the body— locate the various parts 
on the chart, page 174, then, in your own body. 

3. How to care for the skeleton in youth. 

4. The Use of the muscles. 

5. The importance of the heart. 

6. The composition of the blood, the use of its constituent 
parts. 

7. How to care for the heart — the things that injure it. 

8. The object of respiration. 

9. Ventilation. 

10. The function of the nose, how it is fitted for its work. 

11. How to combat colds. 

3 2. The importance of a regulator of the body heat — what 
we can do about it. 

l->. The meaning and importance of reflexes. 

14. The value of forming right habits. 

15. Care of the nervous system. 

16. Sludy the structure of the eye by the diagram on paao 
2(>7. Get a cow's eye from a butcher, if possible, and studv 
it in connection with the diagram. 

17. Proper care for the eye — lighting, rest, glasses. 

18. Care of the ear. 

19. Location and care of the organs of touch, taste and 
smell. . 

20. The body's need of food — what purpose the different 
classes serve. 

21 . Study the digestive system on page 302 ; locate roughly 
these various organs in your own body. 

22. Study the diagram on page 307. 

23. Trace a meal in its course through the digestive tract. 

24. What happens to the foods within the body. 

25. How bad 'teeth injure healtli. 

26. Proper care of teeth. 



172 COURSE OF STUDY 

27. The injurious effects of tobacco. 

28. The injurious! effects of alcohol. 

29. What to do in the case of the most common accidents. 

30. Practical methods of replacing illness with health. 

Prohlems and Things to Do. 

1. Work and exercises to strengthen each set of muscles. 

2. Describe a good shoe, giving reasons for each point you 
make. 

3. If you cut your wrist how would you know whether 
you had cut an artery or a vein? What would you do in 
each case? 

4. Demonstrate the best method of ventilating a room. 
(Construct a tight box with four windows, two on a side, op- 
posite each other. Have these so arranged that they can be 
raised from the bottom or lowered from the top. Put a lighted 
candle in the box and experiment with every possible opening 
of the windows to find under what conditions the candle burns 
longest.) 

5. Study and experiment on the ventilation in your school- 
room and in the different rooms of your home. 

6. Pick out the cases of adenoids in your school. Give 
your reasons in each case. 

7. Make a list of your good habits and your bad habits. 

8. Pick out your worst habit; strive to overcome it. 

9. Plan a well-proportioned breakfast, dinner, supper, 
lunch. 

10. Find out all you can about pellagra. 

11. Debate: Resolved, That a person who has chronic in- 
digestion cannot be happy. 

12. Keep a height and weight chart as outlined on pages 
322, 323. 

13. Discuss your weight with your teacher. If you are 
under weight, plan with her what you must eat and what you 



ELEMENTARY SCHOOLS OF TENNESSEE 173 

must do to bring your weight up to normal, then carry out 
the plan. 

14. Study the faces of your companions as compared witli 
the chart on page 347. Suggest how teeth conditions might 
be improved. 

15. Debate: Resolved, That tobacco is an enemy to an 
athlete. 

16. Debate : Resolved, That it is not manly to drink. 

17. Get together "a first-aid" kit for your school. ' 

18. Practice bandaging. 

19. Pretend one of your classmates is nearly drowned. 
Try to revive him. 

20. Demonstrate method of resuscitating a drowned per 
son. 



174 COURSE OF STUDY 

WRITING 

Priimary Grades 

All written work on the blackboard should be as nearly- 
perfect as possible. The alphabet, both capital and small, 
should be placed upon the board as a guide and reference for 
pupils in the first three grades. Be sure that the pupils read 
from the blackboard only clear, legible script. Ejase immedi- 
ately all work written hastily on the board for any purpose. 

The handwriting scale should be placed on the wall at a 
convenient height for the children's use. Encourage the 
children to measure their writing at regular intervals. 

The habit of comparing written work with the writing 
copy is essental in the third and fourth grades to secure cor- 
rect size, form and slant. 

Directions for correct writing position should be given 
daily. Feet flat, back straight, head up, arms on desk, pen or 
pencil pointing over shoulder and held lightly. Constant 
watchfulness, not only during writing periods but during study 
periods is necessary to secure hygienic position. Strive to 
gain habits of muscular control through freedom of movement 
by much practice at the blackboard and in large writing on 
paper. 

Continue large writing through the second year, working 
gradually into the free use of the arm movement in forming 
ordinary sized letters in third and fourth grades. 

Written work should never be used as a means of punishing 
a pupil for some ofl'ense, unless it be for carelessness in writ- 
ing. Even then the cure is not effected by more writing, but 
by a change of attitude toward the work. 

Teach the child to respect his work and to take pride in 
its appearance as well as its accuracy. 

First Grade 

In the beginning of the year all writing should be done 



ELEMENTARY SCHOOLS OF TENNESSEE 175 

either on the blackboard or on large sheets of unruled paper 
with a soft pencil. Much blackboard work will insure the u,se 
of the whole arm movement. The purpose is to teach the pupils 
the forms of the letters and to give them freedom of movement. 
The lessons should include movement exercises as well as the 
writing of letters and words. 

All work should be done from a large copy placed upon 
the blackboard. During the latter part of the year, the writing 
may consist of spelling from dictation and simple sentences 
with and without copy. 

By direct supervision secure hygienic position, freedom of 
movement, well formed letters. These are essential in all 
work of writing. 

Edmondson's Primary Books I and 11/ combined may be 
used as the basis of the work in the First Grade. (Book in 
hands of the teacher). 

Second Grade 

Continue work similar to that givjen in the first grade. Use 
wide-ruled paper and soft pencil. The writing is still large 
and all written work on paper should be done on paper ruled 
with one inch space, to insure habits of muscular control. Use 
large, soft pencils. Alpha, or other similar style. Have the 
desks clear of everythng except the necessary writing materials. 
Pay attention to the position of the pupils. 

Use devices to stimulate interest in forming the letters- 
the story, the use of colored chalk, tracing, air writing. 

As the pupils write, notice the general errors and correct 
at least one during the lesson. 

Use Edmondson's Primary Books I and II combined, for 
the work in this grade. 

Grade Three 

Pupils in this grade should use ordinary ruled paper and 
either pencil or pen and ink. Pen and ink may not be intro- 
duced until the second half of the year. For copies, use Ed- 
mondson's Books I and II combined. Legibility, uniformity 



176 COURSE OF STUDY 

and a fair degiee of speed should be seemed in this grade. 
<jrive daily movement exercises. Be careful not to require a 
great amount of written work in the primary grades. 

After work is begun, note the most common errors and 
spend some time in correcting them. Train the pupils to criti- 
cise their own work by closely comparing with the copy. Strive 
to secure uniformity in height, slant and openness of letters 
in each child's Avriting. Accept only the best writing of which 
each pupil is capable. 

Fourth Grade 

Use Edmondson's Book III. Give much practice on move- 
ment and on the formation of single letters. The work of this 
grade should stress arm movement and fix the habit through 
practice, thereby securing some advancement in skill. A fair 
degiee of speed should be attained. Eequire neatness and 
legibility in all written exercises. Use pen and ink for all 
drill exercises and all writing of importance. Continue to 
correct the most common errors. Insist upon uniformity in 
height, slant, size and openness of letters. Accept no written 
work w^hich is below the standard which the pupil cah attain. 

Handwriting for Grammar Grades 

Use Edmondson's Book III. Follow suggestions given for 
fourth grade writing. Use pen and ink for all important 
writing. A fair degree of speed should be attained. The 
work should be neat and legible, and the page as a whole 
should have a good appearance. Special attention should be 
given to spacing, paragraphing and margins. 

Make use of the Thorndike scale, or some similar one. 
Have a copy posted in the room that the pupils may compare 
iheir work constantly with the standard for the grade. 

References : 

Edward L. Thorndike, Hand writing, Teachers College Record, 

Maych, 1910. 
Preeman, The Teaching of Handwriting, Houghton, Mifflin & 

Company. 



ELEMENTARY SCHOOLS OF TENNESSEE 111 

Ayres' Handwriting Scale for School Children, Russell Sage 

Foundation, New York City. 
Freeman's A Chart for Diagnosing Faults in Handwriting, 

Hougiiton-Mifflin Company. 

Thorndike's Handwriting Scale for Grades 5-8, Teachers Col- 
lege, Columbia University, New York City. 



178 COURSE OF STUDY 



DRAWING 

A clear-cut iiotiou of the purpose and function of a subject 
is absolutely necessary before that subject can be well taught. 
It must be understood at the start, then, that drawing is more 
than an added subject in the curriculum ; it is a language, and 
it IS as a language that it finds its place and proves its value 
throughout the curriculum. It must be remembered that 
a language is not only a means of expressing ideas, but it 
is a means of shaping and developing thought as well. 

Drawing is the only adequate means of expressing form. 
Consequently it does not duplicate to any great extent expres- 
sion afforded by written and oral language, but serves 
to provide another avenue of approach to many subjects. 
Drawing has its highest educational value when it is used in 
dealing primarily with ideas rather than merely as a matter 
of hand manipulation. Hence, drawing must be considered 
a developmental process for all subjects, and not a special 
subject. It is right to assume that all children can draw as 
readily as they can write or cipher, and that the possession of 
special artistic talent is no more necessary than is the pos- 
session of special literary or mathematical talent. Yet draw- 
ing bears the same relation to art that language does to litera- 
ture; it lays the foundation for constructive work, industrial 
design, and the so-called fine arts. Special talent in drawing, 
when found, should be fostered and developed, if possible, as 
a social asset. 

In common with any language, drawing becomes service- 
able only as it is used in application to daily life. It must 
be used as one uses oral and written language as a common 
means of expression.* Literature, nature study, agriculture, 
history, and geography take on new meanings when drawing 



*Every teacher should own and make great use of the many 
practical suggestions in ''How Children Learn to Draw," Sar- 
gent and Miller, Ginn & Co. 



ELEMENTARY SCHOOLS OF TENNESSEE 179 

is used as a mode of clarifyiug knowledge. Text-books in litera- 
ture offer many suggestions as to the help that drawing may 
be to the child. The oft-repeated advice, "Now draw whjit 
jou have just read," if complied with, will certainly do its share 
towards producing better reading and readers. This telling 
of the story hj drawing is, incidentally, a test of what the 
child has gained from his reading — either oral or silent. Na- 
ture study and agriculture become vitalized by the use of 
drawing. Bird, tree, flower, and insect charts and booklets 
demand illustrations, and they mean more to the child when 
he himself has made them. History and geography are full 
of opportunities for drawing to become a means of making 
these subjects richer and clearer to the child. Sand table rep- 
resentations, which are only pictures in three dimensions, 
should be considered as an essential part of the work in his- 
tory and geography. Too often maps and diagrams are the 
only means of graphic expression used in these subjects, and 
while they are very desirable, the large field of illustration 
opened by various topics should be utilized to help the child to 
clarify and strengthen his ideas through the effort to express 
them in concrete form. 

The use of drawing as a language requires the development 
of a serviceable working vocabulary, which should consist of 
a number of graphic symbols to be memorized and to^ grow in 
completeness as the grades progress. It is for this purpose 
that a time allotment for drawing is necessary and should 
be used in the same way that special time must be given to 
spelling and the principles of grammar for use in language 
work. Certain standards of attainment for each grade should 
be kept in mind so that definite progress may be insured as 
the child grows in his graphic expression. 



Grade I. 

In Grade I- the children should have firmly established the 
habit of using drawing as a means of narrative expression in 



180 COURSE OF STUDY 

connection with their other studies. Their graphic vocabuUiry 
should include: 

1. The human figure in action. 

2. Several animal and bird forms. 

3. Typical tree shapes. 

4. Simple landscape forms. 

5. Knowledge of characteristics of a few common objects. 

These drawings will necessarily be only crude symbols which 
serve as a suggestion of ideas rather than as attempts at 
correct representation. 

They should be able to represent simple grasses, flowers, 
vegetables, and fruits with pencil or crayon, with attention 
only to general shape and line of direction or growth. 

They should be able to cut simple shapes freehand, to cut 
printed pictures, and to paste neatly ; to' fold, crease and con- 
struct simple objects ; to understand use of ruler with one-inch 
measure. 

They should understand,' the meaning and use of the terms 
top, bottom, above, below, upper, lower, right, left, corner, 
edge, up, down, center, vertical, horizontal, oblique, straight, 
and curved, and be able to recognize and illustrate the terms 
square, rectangle, triangle, and circle. 

They should know the six colors, red, orange, yellow, green, 
blue, and violet. 

Grade II 

In Grade II there is increasing interest in narrative draw- 
ing which by systematic study of selected forms, will be an 
improvement over the work of grade I. There is a need for 
continued building of a vocabulary with additional forms which 
the children should be able to represent in greater variety of 
position. The symbols for the humian figure should be drawn 
with better action and in better proportion. Several new ani- 
mal and bird forms should be learned. There should be in- 
creased ability in landscape drawing with greater attention 



ELEMENTARY SCHOOLS OF TENNESSEE 181 

given to the shapes of trees. More constructed forms should 
be added for use in illustration. There should be, 

1. Ability to draw common flowers, fruits, and vegetables 
to show characteristic growth and color. 

2. Ability to use simple working patterns in constructing 
objects in paper, using the ruler and half -inch measure. 

3. Knowledge of the meaning and use of the terms vertical, 
horizontal, oblique, parallel, rectangle, triangle, and circle. 
Eecoguition of the six colors and two values of these, as light 
red, dark red. 

Grade III 

Interest in narrative drawing continues in Grade III, but 
there is increasing interest in the observation of the work of 
others, and in the collection of pictures as aids in illustration. 

There should be ability 

1. To draw the human figure in action in any position. 

2. To draw animal and bird forms so as to show general 
characteristics of form and details, such as shape of head, na- 
ture of markings, etc. 

3. To draw plant forms with more attention to the cor- 
rectness of proportion and growth. 

4. To represent typical landscapes and backgrounds for 
illustrative purposes. 

5. To represent simply a few constructed objects, as 
houses, boats, vehicles, etc. 

6. To recognize a series of changes from one hue to an- 
other, as from yellow to green. 

7. To letter names and titles neatly. 

Grade IV 

While interest in narrative drawing is still present in Grade 
IV, children at this age begin to be discouraged with the 
crudeness of the symbols of previous years and desire greater 
correctness of form and proportion. Therefore the quality of 



182 COURSE OF STUDY 

their drawing should show an improvement or they will lose 
the habit of using drawing as one of their means of expression. 

Improvement must be made in 

1. Drawing the human figure in better proportion in any 
position. 

2. Representing a number of animal and bird forms in 
more detail. 

3. Representing leaves and flowers in different positions. 

4. Showing types of mountains, trees, and shore lines in 
landscape drawing. 

5. 1'he refinement of proportion and detail of common 
forms. 

6. The appreciation of color values; that is, the change 
produced by adding black or white to a color. 

7. Lettering titles, names, etc., with good spacing. 
Correct technical terms should be used in, all construction 

work, such as right angle, diagonal, circumference, diameter, 
radius, sphere, and cylinder. 

Grades V and VI. 

Pupils of Grades V and VI should continue to use drawing 
as a means of illustration in connection with other school sub- 
jects. Training should be given in the gathering of data from 
text-books, pictures, and actual objects for use in illustrating 
given themes. The beginning of three-dimension drawing 
should be made in these grades, and should deal only with cur- 
vilinear forms. Additional technical terms, such as semi- 
circle, arc, perpendicular, hexagon, ellipse, oval, cone, etc., 
should be understood and used in construction work. 

While illustration should still have a place in the work of 
the pupils of the seventh and eighth grades the greater share 
of the drawing time should be given to the deA'elopment of 
standards of good taste in color and design as applied to 
school and home life. 

Having now stated desirable standards of attainment in 



ELEMENTARY SCHOOLS OF TENNESSEE 183 

drawing, the teacher should find it an easier matter to make 
the best possible use of the State-adopted drawing books in the 
limited time at her disposal. These books are not arranged 
as a definite course of study, or in any fixed sequence, but are 
rather storehouses of reference material for the teacher to 
adapt to the needs of her classes. As a rule the same subject 
has been treated on corresponding pages throughout the series 
of books. This is of decided advantage to the teacher in rural 
schools, for it enables her to have all of he^^ classes working 
at the same time on the same subject, with the advantage of 
having for each class a problem suited to its ability and stand- 
ard of attainment. 

In the school where several grades are taught in one room 
the teacher may find it advisable to combine work in drawing 
so that she may have fewer classes wiorking at the same time. 
Thus one group would consist of grades one and two, the sec- 
ond of grades three and four, the third of five and six. and the 
last of seven and eight. The first group would use Book I, 
and the other groups would alternate the use of the books 
listed for the grades in that group, and in this way each pupil 
would at some time in his school life have work in each book. 
In view of the change in teachers from year to year it might 
be well to suggest that the art books, III, V, and VII, be used 
on the odd years, 1921, 1923^ etc., and the books of even num- 
bers be used on even years. This policy would prevent con- 
fusion or the cha.nce repetition in the use of the books. 

In addition to the instructions found at the bottom of each 
page in the drawing books, frequent reference should be made 
to the teacher's manual for more extended instructions and 
suggestions.* But beyond the matter of drawing books and 
manual, the teacher must realize that the most effective in- 
fluence in promoting drawing as a habitual means of expres- 
sion is the- example of the teacher who draws freely on the 
board before the children. Even though these draAvings may 
be crude, she should realize that drawing, like any other lan- 



*Manual. — Practical Drawing Co., Dallas, Texas. 



184 COURSE OF STUDY 

guage, ife learned at first by imitation of the way some one 
else uses it. "Draw and the child draws with you; talk and 
you talk alone." 

The equipment and materials necessary in drawing in the 
rural schools may be kept very simple in range. Special pen- 
cils, however, are desirable for best work, and should be kept 
in good condition for drawing, and for drawing only. Colored 
crayons are necessary as a, means of providing opportunity for 
training in the use of color and, while water colors may be 
used in the fourth grades and above, it is not necessary to re- 
quire their purchase. It would be well if the first grade could 
be provided with rulers having inch graduations only, the sec- 
ond grade with half-inch graduations, the third and fourth 
with quarter-inch graduations, the fifth with eighth-inch gradu- 
ations, and the remaining grades with the usual sixteenth-inch 
division marks. Scissors and paste complete the list of neces- 
sary items for drawing equipment. It will be found that the 
manila draAving paper will satisfy most of the requirements 
of work in drawing. Colored papers are sometimes desirable 
for some special uses, but the children can usually provide 
themselves such paper by bringing from home colored bits of 
wrapping paper, wall paper, and nxagazine covers and a,dver- 
tisements, or they can tint their manila paper with crayons. 

So far we have spoken of drawing only as a means of ex- 
pression, and this is practically the only phase of art instruc- 
tion that becomes possible by reason of the meagre time al- 
lotment for this subject in the rural schools. But there is 
another phase of art instruction which must not be entirely 
overlooked, namely, the matter of the development of good 
taste in connection with the things which make up the environ- 
ment of everyday life, and of the awakening of an appreciation 
of the beautiful in nature and art. Our only opportunity in 
this direction, seems to lie in the example of the teacher who 
sets before her pupils ideals of arrangement and beauty in 
school grounds, school rooms, school housekeeping, and school 
work.* Orderliness, cleanliness, and neatness are three cardi- 



^Bailey's Art Education. — Houghton, Mifflin Co. 



ELEMENTARY SCHOOLS OF TENNESSEE 185 

nal principles to be kept ever in mind and in application. 
Very soon the standard of taste of the teacher becomes that 
of the pupils, therefore, she should see to it that she takes 
the utmost care in maintaining the highest standards possible. 



186 COURSE OF STUDY 

MUSIC 

General Discussion. 

The cliild enters school at the age of six years. He has 
heard but little music and has sung but little. What must 
we do to help him sing the songs which will prove of so much 
pleasure to him? He must be taught to listen carefully, then 
to think the tones he has heard, and give back the melody in 
a form of self expression. Music is a necessity, and not a 
luxury. Every child has the right to music and we should by 
our leadership, suggest the best material and means for his 
development. 

There is always a time and place in the school life of 
a child for music. In the primary grades when seat work is 
passed, or when the class is changing let a marching song 
be sung. In the upper grades when Geography is being taught 
sing a folk song of the country under discussion. Do the 
same in History. 

Include in your list of memory verses those which have 
been set to Music, as, "The Swing" by Stevenson, either sing 
or hear them on the phonograph. Give entertainments using 
songs learned in the regular work in the school room. Allow 
the children to help in choosing songs for the program. Their 
excellent taste is amazing and their enthusiasm a delight. 

The voice of the child is high, sweet and clear, and when 
the proper appeal has been made to them the results are a 
pure bird-like tone. 

The -meaning of each word should be made perfectly clear, 
and the selection of the song should be based upon the 
child's experience. Where this isi lacking the same should be 
sui)plied by stories or a discussion before the song is presented. 

In the one-teacher school the grades should be divided 
into two sections. The first, second, and third grades in the 
first section, and the fourth grade and up in the second. Ten 
minutes everv dav should be devoted to the singing, and an 



ELEMENTARY SCHOOLS OF TENNESSEE 187 

additional period of 30 minutes one day in every week, each 
group meeting on alternating days. 

Bongs should be sung wherever there can be found a suit- 
able time. In the writing lesson legibility can be secured only 
by absolute freedom of arm. All letters and numbers are 
made with two, three or four distinct muscular movements. 
These correspond with 2-4, 3-4, or 4-4 time in music. All 
down strokes correspond with the first beat of the measure. 
Sing songs the children know in these different rhythms while 
the lesson is in progress and much better results will be ob- 
tained. Use "Airy Fairy Snow Flakes," 2-4; -Spring is Com- 
ing," 3-4 ; "Jack Frost," 4-4. 

In the spelling and lang-uage lessons use words from the 
last song taught. Sing the song just before and after the 
lesson. Encourage the use of singing games as well as other 
games during the rest period. In this way the morale of the 
play gTound will be higher. When the bell rings the chil- 
dren line up outside of the entrance and march in as they sing, 
or as some good march is played on the phonograph. By using 
all of these different rhythms it is possible for us to establish 
within the child a love of singing and create more interest in 
the school work. Strive constantly to stimulate the feeling 
for rhythm and develop a keener apreciation for the beauti- 
ful in Music. 

The Rote Song — 

What kind of song shall be chosen and how shall it be 
taught? The melody and words must be on a level with the 
stage of development of the child, and must connect somewhere 
with his experience. The younger the child the simpler the 
content. Rote songs should have few^ skips, and easy rhythms. 
The song should be presented by the teacher telling a story or 
asking questions leading to answers given in the words of the 
song. 

The song sliould be sung by the teacher in the most pleas- 
ing manner possible, employing the best quality of voice and 
pronouncing all the words clearly. She must know the song 



188 COURSE OF STUDY 

so well that she may begin at any part or sing any interval 
or group of tones without connecting it with any other phrase 
or group. 

Presentation of Rote Song : 



Teacher sings entire song. 
Teacher sings first phrase. 
Children sing first phrase. 
Teacher sings second phrase. 
Children sing second phrase. 



Continue in this way throughout the song, the children 
after, seldom with the teacher. The singing of the child shall 
be accurate. This depends upon his hearing the song correct- 
ly. Here his habits of listening are formed. After the song is 
learned it may be dramatized, for it is the song of strong 
rhythm, and one in which there is much action which makes 
the strongest appeal to the child (see list of rote songs). 

Monotones : 

There are always those children who are considered tone 
deaf, and are termed monotones. This condition may be phy- 
sical, the result of adenoids, and diseased or enlarged tonsils, 
which not only afi'ect his work in music but in all other lines 
of instruction. This condition may be averted by the health 
examinations or the "follow-up" work. 

A lack of experience in singing or hearing music may be 
the reason for this inability to discriminate between high and 
low pitch, and to make more than one tone. Simple tone 
groups with words suggesting the pitch may be used. As 
"Cherries Fall" Sol, Me, Do, Birdies Fly, Sol, Me, Do, Rain- 
drops Fall, Sol Me Do. Indicate high and low. tones by raising 
or lowering the hand. Imitate calls on the farm, bells ringing, 
whistles blowing. When the child sings some certain tone, 
work from that tone up or down, fitting the tone sung to some 
tone in the scale. 



ELEMENTARY SCHOOLS OF TENNESSEE 189 

Syllahles, as Second Verse of Song: 

After fifteen to thirty sougs have been learned by rote, the 
child should begin to sing the tones of the scale, using the 
Sol, Fa syllables. This work should be begun after the third 
month, by singing the syllable names, as the second verse of a 
song, llhistration : "On the See-Saw," or any simple song 
sentences may be used. Sufficient amount of drill work on 
these names should be done before the scale groups are em- 
ployed. 

^cale Drill : 

Teacher sings the scale descending, using a neutral syllable. 
Children sing same using syllable names. Teacher sings group 
of connection tones with neutral syllable. Children answering 
with same group using syllable names. 
Skips : 

Teacher sings groups of tones in which there is a skip, as 
8, 7 8, 8 6 8. 

Children sing group calling syllable names. 

Sing all scale combinations working from connecting tones 
to groups with skips — let this drill be carried on as the rote 
song is taught. 

Tone u'oil' on I-khyiJuiiic basis: 

Short grou})s of three tones are sung by teacher. Each 
group taking four beats, the first two tones each a beat long, 
and the third two beats long. In writing this the quarter and 
half note should be used exclusively. These groups being sung 
through v>'ith absolute steadiness until they are memorized. 

The tone group suggested by Philip C. Hayden, if used, will 
give splendid results. Sing the following groups in time, and 
get the effect of it. 

Do re mi, mi fa sol, sol la sol, sol fa mi, mi re do, do ti do. 
fa mi re, mi re do, do mi sol, sol mi do, la fa re, fa re do, sol la 
ti, la ti do, do la fa, re re do. 

Sing these fts you would develop a rote song until they have 
been thoroughlv memorized. These exercises should now be 



190 COURSE OF STUDY 

written in diiTerent keys. That of D E F, by placing check 
mark on the line or space on which do comes, and by point- 
ing to the other lines and space. 

Separate cards, (flash cards) upon which each group is 
written may be given to the children and as the teacher sings- 
with a neutral syllable the child holding this particular card 
may sing, using the syllable names. This work may be con- 
ducted as any game, creating more interest in the work as a 
whole. 

Another game that of finding the syllable names for some 
familiar song gives further emphasis and will be a great 
aid in sight singing and develop the listening habit. 

Interval Drill hy Imitations : 

Teacher sings two skip tones with neutral syllables. 
Children sing two skip tones with neutral syllables. 
Teacher sings two skip tones with syllable names. 
Children sing two skip tones with syllable names. 

Continue work until children can readilj^ sing any inter- 
val called for by teacher. 

Dictation : 

Teacher may now employ numerals in calling for skips,, 
tone groups or intervals. 8 1, Do Do, 8 5 3 1, Do Sol mi do, etc. 
Comparison of Tone Groups : 

The child thoroughly familiar with the tone group, do ti 
do, is prepared for the presentation of sol fi sol. The tonal 
problem is a new one, being the new name fi. After this name 
is discovered comes a childish problem of finding names for 
other tones. After di ri fi sil li have been found singing com- 
binations as do ti do, ti 11 ti, la sil la, sol fi sol, etc. provides 
the necessary drill. 

Te is introduced by comparing sol fa mi, do te la. 

Minor Scale: 

Teacher sings the scale beginning with la Avith a neutral 



ELEMENTARY SCHOOLS OF TENNESSEE 191 

syllable, the class imitating until absolutely familiar with the 
new scale progression. Class then sings using the syllable 
names, later this progression is called the minor scale. 
Two part Singing: 

This work should be begun only after the child has become 
very skillful in reading unison songs and has learned to read 
the different intervals correctly. For now his real work has 
l)egun. Up to this time he has been asked to match tones, now 
he is asked to sing one tone while others are being sung. 

The two big aims for the child above the fourth grade are 
to enlarge his singing experience and to learn to listen to 
music. 

Fully a third of our time should be given over to the last. 

A list of references is here submitted, which furnish ma- 
terial for the work of the course. 

.Some Points to be Noted: 

Music is a necessity and not a luxury. 

Every child has a right to Music. 

Patriotism is developed through Music. 

Before music can be taught successfully there must 

be a clear understanding of its aims and values. 
Music develops a better school spirit and a better 

community spirit, in that it involves group action. 
It is a valuable subject for the training of a social 

conscience, — a civic spirit. 

■Course of Study: 

First Section, Grades 1-2-3. Ten minute period each day. 
An additional period of twenty minutes one day in each week. 



Aims 



a — To give each child the use of his singing voice, and 
pleasure in song as a means of expression. 

b — To provide the means through accompaniments to some 
of their songs, and hearing of much good music on the 



192 COURSE OF STUDY 

phonogiaph or throiigli other agencies. Thereby giving 
them an experience richer than that atforded b}^ their 
own singing. 

c — To eliminate monotones. (See method in general dis- 
cussion) 

d — To develop the power to recognize aurally the simple 
phrase groups of tones and the feeling of the simplest 
rhythms. The introduction of the staff. 

e — To develop pure rich tone quality by suggesting good 
position of the body, relaxed muscles in throat and Jaw, 
informal breathing exercises, as smelling rose, blowing 
out a candle flame, or blowing a feather into the air. 

Material : 

a — Rote song book in the hands of teacher. The state 
adopted text, Primary Melodies, New Educational 
Music Course, — Ginn & Co. A key board instrument for 
playing accompaniments, (not absolutely necessary, but 
better results are gained). 

b — A pitch-pipe — Also a staff line. Music chart printed in 
large type. Blank music paper or music writing book, 
ruled with a wide staff. (Public School Music Tablet), 

c — A phonograph and at least 20 records of good music. 

Procedure: 

a — Singing songs by rote, using light head tones, ordinari- 
ly not exceeding the range of the Treble Staff'. 

b — Imitative exercises for eliminating monotones, not more 
than five percent to be monotones at the end of the year. 

c — Singing songs entire, or phrase by phrase individually 
(to include all members of the class). 

d — The teaching of syllables as desired. 

e — Ear training for the development of tonal and rhyth- 
mic thinking. (See drill in general discussion). 

f — Learning to listen joyfully to good compositions. 



ELEMENTARY SCHOOLS OF TENNESSEE 193 

Attaiiinicnt : 

a — Ability to sing in a pleasing way a repertory of thirty 
songs, ten of which shall be memorized. These shall in- 
clude America. 

b — The ability to sing at sight easy melodies in the usual 
major keys. Contained notes and rests, one, two, three 
and four beats in length, and employing tones in step- 
wise progression and with simple skips. 

c — Preference on the part of the children for good tones 
rather than bad, and the disposition to love the best of 
the music the,y have sung or heard. 

d — Ability to recognize some five or six good compositions 
on hearing the first four measures of each. 

Second Section — Grades 4, 5, 6, 7 & S. Ten minutes daily, 
Thirty minute period, one day in each week. 

Aims: 

a — Development of free and beautiful songs, development 
of appreciation particularly in the direction of plea- 
surable attention to the expression and structural beau- 
ties of music. 

b — Development of elementary degree of power and skill in 

independent sight singing, 
c — To secure free and correct use of the voice in singing, 
d — To develop power to sing unison songs at sight with 

words. 

e — To develop poAver to sing two part songs at sight, first 
with syllables and then with words. 

Material: 

a — State Adopted Text, Junior Laurel Songs, — Birchard, 
or one book course — Silver Burdett! Opera Stories — 
Victor Co. 

b — Blank music paper or music writing books in the hands 
of the pupil. 

e — Pitchpipe and staff-liner. 



194 COURSE OF STUDY 

Procedure : 

a — Singiug rote songs for pleasure. 

b — Systematic practice iu sight singing. 

c — Practice in singing songs with words, striving for pleas- 
ing interpretation. Individual song singing and sight 
singing, each child to sing at least once a week. 

d — Listening to good musical compositions on the phono- 
graph. 

e — The introduction of two-part singing, dividing the group 
both girls and boys ^■oices being treated equally. Assign- 
ments of vocal parts to groups to be reversed from song 
to song, or week to week, to give proper practice to the 
full range of each pupil, and develop in each individual 
independence in singing the lower parts. The alto to 
be taken up first on new songs that require practice on 
the parts separately, and to sing with the lightness of 
voice and movement characteristic of the soprano. 

f — Practice in using the accidentals and their restoring 
signs and in building scales. 

Attainments: 

a — Ability to sing thirty unison and two-part songs. Ten 
of which shall be memorized. 

b — Ability of seventy-five per cent of pupils to sing indivi- 
dually, freely and correctly at least ten of these songs. 

c — Power and skill to sing at sight, individually the ma- 
terial the class can sing as a whole. 

The use of the phonograph in the classroom. 

A phonograph will prove a valuable aid in the teaching of 
music in the school. Some of the purposes for which it may 
be used are 

1. For marching, rhythmic exercises, games, folk dances, 
etc. 

2. For listening lessons in music. This is a need that it 



ELEMENTARY SCHOOLS OF TENNESSEE 195 

has been difficult to supply and that can now inexpen- 
sively be taken care of. 

3. Supplying the patterns for rote song singing. 

4. Giving material for technical study. 

Exercise care in tlie selection of records for a school library. 
Get only those records which will develop and foster in the 
children a love for the beautiful in music. 

Write the Victor Talking Machine Company, Camden, New 
Jersey, for 

New Graded List of Victor Eecords for Children. 
The Victor in the Rural Schools. 
Practical Music for JRural Schools. 

Address the Columbia Graphophone Company, 1819 Broad- 
way, New York, for 

An Outline of study for Public Schools based on Colum- 
bia Graphophone Eecords. 

Song Books. 

Small Songs for Small Singers, Neidlinger, 

G. Schirmer 
First Year Music, Hollis Dann, 

American Book Company. 
Rhythmic Action Plays, Irene Phillips Moses, 

Milton Bradley Company. 
Singing Games, Mari Hofer. 
Folk Song Book, Ward Crampton. 
Songs of the Child World, Vol. I., Riley-Gaynor, 

John Church Company, Chicago. 
Nature Lyrics for Children, Schneider, 

AVillis Music Company, Cincinnati, O. 
Mother Goose set to Music, Elliott, 

McLoughlin. 
The Most Popular Mother Goose Songs, 

Hinds, Noble & Eldridge. 



196 . COURSE OF STUDY 

Fiftj^-five Comniunity Songs, 

C. C. Bircliarcl, Boston, Mass. 
Songs we Like to Sing, Alexander, 

Silvei. Bnrdett & Co. 

Operettas and Cantatas. 

Indian Plays and Recitations — Normal Instructor, Oct. 1916. 
The Fairy Rose, Published by J. Fischer & Bro. New York. 
When Betsy Ross made Old Glory— Wallace. 

Willis Music Company, Cincinnati. 
A Fairy Consj)iracy — Alderman, 

Willis Music Company, Cincinnati. 
A Festal Day, Keurvals, 

Willis Music Company, Cincinnati. 
The Indian Princess — W^allace, 

W'illis Music Company, Cincinnati. 
Santa Claus in Mother Goose Land, 

Willis Music Company, Cincinnati. 
Snow White, 

Willis Music Company, Cincinnati. 

All work on any musical entertainment should be done 
through the regular music period. Every song should be 
presented as any rote song, and then the principal characters 
chosen from those children doing the best work. 

Any operetta or cantata raaj be supplemented with songs 
from the regular school list. Plan the work early, practicing 
all drills and dances through the recreation period. 

May Day Program. 

March — Columbia Record No. A 3042. 

Opening Chorus — Welcome Maj'- — Teachers Edition. 

Poem — May Magic, Carwen. 

Song — Mayflower, Teachers Edition, Ginn & Co. 

Limbricks 'May" — composed by the children. 



ELEMENTARY SCHOOLS OF TENNESSEE 197 

Crowning tlie May Queen. 

Song. 

Dance 

Song — Come Let us be Joyful, English Folk Song. 

Liebestraum — Columbia Eecord No. A 5756. 

Dance — Tantoli. 

Song — May Day — Teachers Edition, Ginn & Co. 

May Pole Dance. 

Song. 

Thanksgiving Program. 

Music — America. 

Thanksgiving Song — Teachers Edition, Ginn & Company. 
Autumn Pleasures— Teachers Edition, Ginn & Company. 
Thanksgiving Day— Teachers Edition, Ginn & Company. 
Song of Praise. 

Christmas Program. 

Christmas Carols— Victrola No. 31873. 

Christmas Day — Teachers Edition. 

Silent Night, Holy Night. 

O Little Town of Bethlehem. 

Jolly Santa Claus, First Year Music, HoUis Dann. 

Old English Carol, First Year Music, Hoi lis Dann. 

Joy to the World, Hymn. 

Nature or Autumn Program. 

The Squirrel — Small Songs, Neidlinger. 
The Wise Old Owl, Small Songs, Neidlinger. 
Harvest of the Squirrel and the Honey Bee, Gaynor. 
Bunny— Small Songs for Small Singers, Neidlinger. 
Autumn Winds— Teachers Edition, Ginn & Company. 



198 COURSE OF STUDY 

Audubon Society Program. 

The Bird's Nest, — Songs of Child World— Gaynor. 

The Blue Bird — Small Songs for Small Singers,Neidlinger. 

The Yellow-head, Small Songs for Small Singers, N'eid- 

linger. 
The Pigeons — Teachers Edition, Ginn & Company. 
A Day with the Birds — Columbia Kecord, No. A3il8. 



ELEMENTARY SCHOOLS OF TENNESSEE 199 



ELEMENTARY SCIENCE 

Grades I — III 

Fall 

Central thought: Nature's Preparation for Winter. 

I. Home Studies. 

(1) In his playthings. 

(2) ^n his pets: Dog; Cat; Rabbit; Canary; etc. 

(3) In the cultivated flowers of his yard. Make booklet 
"Our flowers." 

Suggested Problems: 

a. What playthings do you have? 

b. Which playthings do you like best? 

c. What pets do "you have? 

d. How do you take care of your pets? 

e. What are the names of your pets ? 

f. What kind of flowers (with respect to color) do you 

have in your yard? 

II. Autumn Coloration. 

1. Excursions for studying wild flowers. 

2. Excursions for studying cultivated flowers. 

3. . Leaf colors. Collect a great number of kinds of leaves 

and have the children group them according to color, 

4. Decoration of the schoolroom with the tree leaves and 
flowers collected. Leaves traced and colored. Make 
borders for the room by cutting out and stringing. 

5. Study of oaks, hickories and walnuts. 

6. Fall fruits, (Apple, Pumpkin, Persimmon). Fruits 
may be modeled, drawn and painted. 



200 COURSE OF STUDY 

Suggested Problems. 

a. Do you know any wild flowers that have the same 
colors as the flowers in your yard? 

b. Can you And any colors in the wild flowers that 
are different from the colors of the flowers in your 
yard ? 

c. How can you tell the Nasturtium the next time 
you see one? 

d. How can we have Nasturtiums in our yards next 
year ? 

e. How can you tell an oak tree from a hickory? 

f. How can you tell the walnut tree from the hickory? 

g. What colors do the fall fruits have? 

III. Food Storage. 

1. Vegetables that can be grown in your community for 
winter use. 

2. Fruits that ofem be grown in your community for win- 
ter use. 

I and 2 can ])e developed by trips to farms, grocery stores, 
markets, etc. 

IV. Flowers for Winter. 

1. Indoor planting of bulbs (Chinese Sacred Lily, Paper- 

white Narcissus, Tulips) in pots or glass. 

2. Outdoor planting of bulbs (at home; demonstration 
on\j at school) for spring flowering (Crocus, Daffodils, 
Snowdrops, Star of Bethlehem, Narcissus, Hyacinths). 

3. Making and rooting of cuttings of house pltants : 
Geraniums, Fuschias, Begonias. 

Suggested Problems: 

a. Plow can we have flowers in the house in winter? 

b. How can we have early spring flowers? 

c. How can we get pieces of Geranium plants to grow? 



ELEMENTARY SCHOOLS OF TENNESSEE 201 

V. Nature's Preparations for Next Spring's Flowers. 

1. Seed boxes, pepper-shakers, fruits. 

2. Collection of seeds and grouping according to how they 
get about : Seeds that are carried by the wind : seeds 
that steal a ride; seeds that are slung out by the plant; 
etc. 

VI. Animal Preparations for Winter. 

1. Food storage by man, squirrel, woodpeckers. 

2. Making of chrysalids and cocoons by caterpillars. 

3. Hibernation of toads, turtles and shakes. 

Suggested Problems: 

a. How does the squirrel get ready for winter? 

b. How does the caterpillar make his cocoon? Bring 
some caterpillars in, put in lamp chimney cages 
made as follows: tie a rag over one end of the 
chimney and press the other into the soil. Feed 
every day Avith fresh leaves of the plant on which 
they were found. 

c. How does the toad spend the winter? 

Seasonal Order of Topics: 

SEPTEMBER: Playthings, Pets, Cultivated Flowers, Wild 
Flowers, Tree Leaves, Fruit Colors, Raise Caterpillar. 

OCTOBER: Cultivated Flowers, Wild Flowers, Plant Bulbs, 
Root Cuttings, Food Storage. 

NOVEMBER: Seeds, Collect Seeds, Vegetables, Fruits, Hi- 
bernation. 

Winter 
T. Holiday Studies. 

1. Excursions .to grocery stores to study fruits, nuts, etc. 

2, Christmas Evergreens: Red Cedar, Holly, Mistletoe. 



202 COURSE OF STUDY 

3. Food Studies : Candy, Nuts, Fruits. Good meals for 
children. 

Suggested Problems: 

a. What kinds of fruit do we have in the winter? 

b. From what countries do these fruits come? 

c. What kind of nuts grow in your community? 

d. Where have these other nuts come from? 

e. What kind of nuts do you like best? 

f. What kind of candy do you like best? 

g. What kind of food is best for growing boys and 
girls? 

h. Why do you like the red cedar for a Christmas tree? 
i. Why do you like holly at Christmas time? 
j. Do you know a story about Mistletoe? 

II. Health : 

1. Clean face, clean hands, clean teeth. Bathing. 

2. Outdoor plays. 

3. The right kind of food. Plenty of milk to drink. 

Suggested Problems. 

a. What is the best way to cletan your hands and face? 

b. Why should you want to have clean hands and face? 

c. When should you clean your teeth ? 

d. How should the teeth be cleaned? 

e. Do you like to play outdoors in cold weather? 

f. In playing outdoors, how should you keep your 
face and hands from getting cold? 

g. How can you keep your feet from getting wet when 
outdoors in the rain? 

III. Weather: 

1. Chjart of changes. 



ELEMENTARY SCHOOLS OF TENNESSEE 203 

2. Frost, snow, ice; sledding. 

3. Keeping warm. 

4. Children of cold countries : 

Esquimaux 
Polar bears 

Suggested Problems: 

a. Wbat kind of pictures does Jack Frost paint upon 
our windows? 

b. What kind of games may we have outdoors when 
there is snow? 

c. How may we keep warm in winter? Study of 
clothing. 

d. What people live in the far north where there is 
much snow? 

e. How do they keep warm? 

f. What do they do in the winter time? 

g. Where are polar bears found? 

IV. Pets. 

1. Any pets such as cats, dogs, chickens. 
Suggested Problems : 

a. How do our pets spend the winter? 

b. How should we take care of our pets? 

c. What interesting things do our pets do? 

V. Trees. 

1. Evergreens, pines, magnolias. 

2. Trees without leaves. Learn how to tell five trees apart 
by their shape, bark or twigs. 

Suggested Problems: 

a. How can the evergreen tree be told from one which 
sheds, its leaves in the fall? 

b. Now is a good time to study tree shape. 



204 COURSE OF STUDY . 

VI. Animals. 

1. Study the mocking'bird. 

2. Learn to know five winter birds. 

3. Study the cow. 

Suggested Problems : 

a. How can you tell the mockingbird the next time 
you see it? 

b. What things have you seen the mockingbird do ? 

c. Do you know what the mockingbird eats in winter? 

d. Shall we put out some food for him? 

e. Have any other birds come to eat with him ? 

f. Does he seem to like them? 

g. How many of the birds that eat with the robin do 
you know? 

h. How can you tell them apart the next time you see 
them ? 

i. Do you know any birds that do not come to our feed- 
ing place? 

j. Why do they not come with the others? 

Seasonal Order of Topics. 
DECEMBER: Trip to grocery store. Fruits, Nuts, Candy. 

Foods. Good meals. Holly. Mistletoe. Red Codar, 

Christmas trees, Pine trees without leaves. 
JANUARY : Our Christmas review. Our Christmas weather. 

Weather chart. Cold weather. Keeping warm. Cold 

countries. The Esquimaux. 
FEBRUARY : Polar bears. Our animals in winter. Pets. The 

cow. The mockingbird. Bird feeding. Birds 

Spring. 
Central thought: Nature's Awakening. 

I, Budding Trees. 

1. Study of the opening of buds of many kinds of trees 



ELEMENTARY SCHOOLS OF TENNESSEE 205 

when put in water and kept indoors. Cottonwood is 
good. 

2. Opening of bnds outdoors. Flower buds and leaf buds. 

3. Study of willow, cottonwood and maple. 

Suggested Problems: 

a. How do buds open? 

b. What is inside the buds? 

c. Where does maple sugar come from? 

d. Are tree flowers different from other flowers? 

II. Opening Flowers: 

1. Dafl'odils, crocus and snowdrops in yards. 

2. Wild flowers. 

3. Excursions for gathering wild flowers. 

4. Study of some of the common wild flowers such as 
Spring Beauty, Common Chickweed, Buttercup, Blood 
Root. 

Suggested Problems. 

a. Why do we like to have daffodils in our ^''ards? 

b. How many different flow^er colors can we find on 
our trips? 

c. How can you tell the chickweed from other flowers 
when you find it? 

d. Why is blood root so named? 

e. Learn how to tell ten wild flowers apart. 

I [I. Gardening. 

1. Experiments : 

a. Will seeds grow without water? 

b. Will seeds grow without soil? 

c. Can seeds get too mucli water to grow? 

d. Will })lants grow without light? 



206 • COURSE OF STUDY 

; e. What does soaking of seeds do ? 

I f. Egg shell garden of cabbage, etc. 

2. School garden or demonstrations on how to plant and 
care for the home garden. 

a. Flowers selected b}^ the children. 

b. Vegetables selected by the children. 
?). Home Gardening. 

a. Study of garden catalogues. 

b. Selecting seed. 

e. Planting of seed in school grounds or demonstra- 
tions. 

d. Home planting of seeds. 

e. How should you care for your garden ? 

rV. Iveturning Birds. 

1. ^Making of Bird Charts. 

2. T">ird Study Trips. 

l\. Intensive study of a few of the most common birds. 
4. Try to learn 20 birds. 

V, Seasonal Changes. 

1. ISlake chart of weather changes in April. This is very 
fine vrhen illustrated by the children. 

2. T]:e i ainy season. Floods. Outdoor happenings sug- 
gestive of the season. 

8. ?.f;ir(liwinds. 

4. IJev'ow of seasonal changes at the end of the term. 

Seasonal Order of Topics : 

MARCH : r>udding trees. Daffodils, crocus, etc. FloAver trips 
Study of buds. Study of so^le tree. Study of some 
common plant. Intensive study of some birds. 

APRIL : Flower trips. School Gardening. Demonstration of 



ELEMENTARY SCHOOLS OF TENNESSEE 207 

Gardening. Home Gardening. Egg shell garden. Wild 
flowers. Bird Chart. 
MAY: Home Gardening. Gardening Experiments. Review of 
seasonal changes. Bird chart. 

Grades IV— V. 

Fall : 

I. Flower Studies. ' 

1. Excursions for studying and collecting wild flowers. 

2. Study of the new wild flowers found. One studied 
intensively ; the others less so and in a comparative way. 

3. Learn to know twenty-five wild flowers. 

II. Seed Studies. 

1. Collection of flower seed and vegetable seed for next 
year's garden. 

2. Seed storage: flower seed, vegetable seed, and field 
crop seed. 

3. Weed seeds. 

III. Tree Studies. 

1. Detailed study of one tree. 

2. Field study of other trees. Comparison with the tree 
studied intensively. 

3. Making of leaf booklet, blue print booklet, leaf skeletons. 

4. Learn to know twenty-five trees if possible. 

IV. Animal Studies. 

1. Raise as many kinds of caterpillars as can be found. 

2. Field studies of insects and insect injury. 

3. Try to learn to know ten kinds of insects. 

Seasonal Order of Topics: 
SEPTEMBER: Wild flower excursions. Wild flower studv. 



208 COURSE OF STUDY 

Study of cultivated flowers. Trips to study and collect 
insects. 

OCTOBEE: Insect study. Tree study. Tree leaf booklets. 
Seed collections. 

NOVEMBER : Tree study. Weed seed collection. Leaf book- 
lets. Seed collections. Evergreen tree study. 

Winter. 

I. Physical Phenonema. 

Fourth and Fifth Gradks, 

Suggested topics for Study in Winter. 

Hoiv our homes are kept warm, and well rentilated. 

The fuels which are used. Comparison of wood and coal 
fires. How coal has been formed. How oil is secured from 
the ground. The circulation of air around fire; a lamp, a 
grate, a stove. (Test with a piece of smoking paper). Test 
for oxygen in the air. For nitrogen in the air. How our 
breathing is like burning. 

What happens when a candle tries to burn under a glass? 
Test for carbon dioxide in the air, the gas which is made by a 
burning candle, and by breathing. (Test with lime water, 
which may be obtained at a drug stoie, or made by slacking 
lime in water, and letting it settle. Shake the gas and lime 
water together). 

Things that spoil good air. Ventilation, the means of 
keeping good air in a room at all limes. 

How objects expand with heat, and contract with cold. 
Observe railroad rails in winter and summer ; the blacksmith's 
method of putting a steel tire on a wagon wheel. 

The expansion of mercury in a thermometer used to mea- 
sure heat. 

How heat travels. In currents of air or water. Examples: 
By radiation from hot objects. Experiments with dull and 



ELEMENTARY SCHOOLS OF TENNESSEE 209 

shiny cups, to see which will keep water warm the longest. 
Should a stove be dull or shiny? A kettle? 

Eadiatiou from the sun. Why may a window sill be hot, 
while the window pane is cool? Why does the sun warm a 
hot-bed more than the ground outside? 

By movement through solid things. How does a poker be- 
come warm. Good and bad conductors of heat in the home. 
Experiments with an alumiinim. iron, glass, and wooden 
spoon, held in hot water. Experiments with metal handle, 
wooden handle, handles wrapped with cloth, paper, leather. 

How a refrigerator is constructed. Studj^ of tireless cook- 
ers, vacuum bottles, etc. 

Koiv our homes are lighted. 

How daylight gets into our homes. Northern and southern 
windows compared. 

How light is scattered, and absorbed. Study of different 
colored cloths, papers, walls, etc. How colors appear when 
^ lamp is shaded with different colored tissue paper. 

How light is reflected. Study of mirrors. In what ways 
will the inmges in a mirror be different from the objects in 
front? 

How light is bent. Looking at coins, pencils, etc., in water. 
HoAv thick glass changes the appearance of things when we 
look through it. Lenses, and their use in telescopes, micros- 
copes, etc. How a periscope is made. 

Kinds of lamps used in the home. 

Oil. How oil rises in a wick. How water will rise through 
oil, and the importance of this principle. 

The amount of air needed by a burning lamp. Experi- 
ments in cutting off the air. 

Other lamps used in the home ; gas, electric. Types of gas 
lamps used in country (gasoline, vapor, acetylene). Tyjies of 
electric systems adapted to the country. 

The hygiene 'of lighting our homes. 

Experiments with the eye^. The size of the pupil, in dark 



210 COURSE OF STUDY 

and light. Experiments looking at different colors until the 
eye tires. 

How should we sit when reading by lamplight? 

II. Animal Studies. 

1. Bird studies. Field studies of our winter birds. 

2. Learn to know as many of the winter birds as possible. 

3. Care of pets and live stock in winter. 

III. Tree Studies. 

1. Identification of trees by winter characters. 

2. Wood studies. Wood collections. 

3. Evergreens. 

IV. Health Studies. 

1. Room ventilation; drafts, 

2. Heating in winter. Temperature desired, moisture 
wanted in the air, uniformity of temperature. 

3. Clothing. Fabrics. Kind needed to keep warm. How 
to dress in winter. 

Seasonal order of topics. 

DECEMBER : Bird study. Care of pets and livestock. Ever- 
greens. 

JANUARY: Bird study. Physical phenomena. Tree study. 
Heating of buildings. Clothing. 

FEBRUARY : Bird study. Tree study. Ventilation. Clothing. 

Spring. 

I. Tree Studies. 

1. Intensive study of the tree studied in the fall. 

2. Tree flowers. 

3. Further studies on how to know the trees. 

II. Bird Study. 

1. Continue the intensive study of the bird studied in 



ELEMENTARY SCHOOLS OF TENNESSEE 21i 

the fall, noting habits, nest building, care of the young, food, 
and use to man. 

2. Learn to know the migrants. 

3. What kinds are beneficial and what kinds are injurious 
to us ? 

III. Insect Study. 

1. Comi)lete the rearing of the insects started in the fall. 

2. Study some intensively. 

3. Learn to know as many other kinds of insects as pos- 
sible. 

IV. Flower Study. 

1. Excursions for collecting wild flowers. . 

2. Causes for the disappearance of the wild flowers. 

3. How we can help save the wild flowers. 

V. Gardening. 

1. The raising of common flowers at school and at home. 

2. The raising of common vegetables in the school and 
home vegetable garden. 

3. Gardening experiments: 

a. Tbe effects of. various fertilizers. 

b. Do large seeds make bigger plants than small seed 
of the same kind of plant? 

These may be increased almost indefinitely. See Whitson 
and Walsted, Soils and Soil Fertility. 

Seasonal order of topics. 

MARCH : Tree studies. Tree flowers. ■ Gardening. Bird study. 

Flower excursions. 
APRIL: Bird migration. Insect study. Flower excursions. 

Gardening. Gardening experiments. 
MAY : Importance of birds to us. Insect study. Preservation 

of wild flowers. Gardening. Flower studies: 



212 COURSE OF STUDY 

Sixth and Seventh Grades. 
Suggested topics for winter study. 

The machines which toe use at home. 

The simplest machines, levers. 

Examples of levers. (Needle, crowbar, nutpick, hammer, 
and many other tools). 

The- three points on a lever. Where these points are in 
different machines. 

More complex levers. Wheels and axles. Cranks. Cog- 
wheels. 

Determining the "gear ratio" of cogwheels, belted wheels, 
etc. 

Inclined (slanting) planes. Illustrations: board laid from 
back end of a. wagon, up which heavy barrels are rolled ; wind- 
ing roads up mountain sides; inclined tracks in mines. 
Screws, wedges, "worms". 

Pendulums, which regulate movement in machines. 

Rules of the pendulum. Experiments, to determine whether 
a heavy or light pendulum swing the same; whether wide 
swings take longer than narrow swings; whether long or short 
pendulum swing the same. 

Friction, the force that holds back. 

Types of useful friction — ^brakes, turns in a rope, etc. Types 
of wasteful friction. Bearings in a machine, how they are 
made. Lubrication — the different types of oils and greases used 
in different machines, and different parts of the same machine. 
How does oil or grease prevent wear? 

The laws of force and motion. Study starting and stop- 
ping a loaded wagon. What force holds up a kite? An air- 
plane? 

Study the speed of a falling object. Experiment to see 
if a light and a heavy object fall with the same speed. 

Study the curved path of a thrown ball. 

Study the force which pulls a ball tied with a string, as it 
is being whirled around your head. Try the same experiment 
with water in a bucket. Why does a boy lean when running 



ELEMENTARY SCHOOLS OF TENNESSEE 213 

around a curve? Why are railroad tracks not level on a curve? 
Other illustrations. Determine also what direction the sparks 
from an emory wheel fly. 

Why some things are steady, and others unsteady. The 
center of g■^a^aty in every object. Explain the difference in the 
steadiness of a block, a top standing on its point, and a ball. 
How do the performers in a circus do their feats of balancing? 

Elasticity, or springiness, in a spring-balance, a ball, and 
other objects. 

Buoyancy — why some things float, and others do not. 

The forces which run machines. 

Man-power; animal power; water power; wind power; 
steam power; electrical power; gasoline or oil power. Exam- 
ples of each type, and the places in the world where each is 
most common. 

Hoiv we hear things. 

Experiments with sound traveling through air, water, and 
solids. 

Experiments with sounds of high and low pitch. 

How one sound may produce another. (Singing near a 
piano, or sounding another musical instrument near the piano). 

How a phonograph gives sound. How records are made. 

How we hear with our ears. 

How sound may be reflected. Echoes. 

Hoio men communicate with each other. 

How the telegraph works. History of its invention. 

How a telephone works. History of its invention. 

How wireless works. History of its invention and develop- 
ment. 

Common electrical equipment used in connection with tele- 
phones, telegraphs, etc. Magnets, and their force. Experi- 
ments. 

Electromagnets — a nail, wrapped with wire, with a current 
from a dry cell passed through. Larger electromagnets, and 
their uses. 



214 COURSE OF STUDY 

Dry cells, Avet cells, and other methods of producing weak 
currents. Things the current will do, such as ring bells, buz- 
zers, light small lamps, etc. 

Stronger currents. Study the simpler principles of the 
dynamo, and motor, especially in rural lighting systems. Elec- 
trical appliances which are used in the home, for heat, light, 
or power. 

How electricity may be stored. The storage battery, and 
its care, especialh^ in an automobile, or rural lighting system. 

References. 

Meier : Home and School Gardening, Ginn & Co., Atlanta, Ga. 
Comstock, A. B. .-Handbook of Nature-Study, Comstock Pub- 
lishing Company. 
U. S. Department of Agriculture, Washington, D. C, Publica- 
tions on Gardening. Write for free list. 
U. S. Bureau of Education, Publications on Nature Study and 

School Gardening. Write for list of free publications. 
State Experiment Station, Knoxville, Tennessee; Publications 

on Gardening. (Free publications). 
Braillar, Floyd : Stories about Insects, Funk, Waguall & Co. 
Lutz, Frank : Field Book of Insects, Putnam Co. 
State Board of Entomology, Publications, Knoxville, Tenn. 



ELEMENTARY SCHOOLS OF TENNESSEE 215 



AGRICULTURE 

To The Teacher : 

All reference and reiading work referred to in these lessoais 
can be had by writing the Division of Publications, Washing- 
ton, D. C, Bureau of Animal Husbandry, Washington, D. C, 
or Bureau of Public Documents, Washington, D. C. 

If you fail in getting what you want, write to your Con- 
gressman for it. He will see that you get it. 

Suggestions to Teachers 

These lessons in Agriculture will take more than twenty 
minutes each. Do what you can do well each dEy and continue 
the next day on the same lesson. 

Use your community as much as possible and to the very 
best advantage. 

Do not feel that you are compelled to have a recitation 
each day. Some days it might be well to assign the boys work 
to get up at home. 

Have the boys make the things assigned at home. Make 
them lat the time you are studying about them and bring 
them to school for show. 

Invite your County Agent and Smith-Hughes teacher of 
Agriculture to visit your school to make talks to your Agri- 
culture Class, and take the students on a field trip. 

File the Bulletins that you order in little filing cases, 
four inches thick, seven inches wide and ten inches high. 
File them by subjects so that you will know wihere to find 
what vou want. 



216 COURSE OF STUDY 

Have pupils start Junior Project work in Poultry, Gar- 
dening and Corn, by having them care for the home flock, or 
cultivate the liome garden, or an. acre of corn. 

Be sure to have them keep records of what they do. Ask 
the Smith-Hughes teacher in your County about Junior Pro- 
ject work. 

Outline of Subjects 

This outline of a Course of Study in Agriculture is 
written upon a plan of a 'Three- Year Eotatiou." 

It is designed for the Gth, 7th and 8th grades in the 
rural elementary schools. 

Because of comparativelj^ few pupils to the grade, and an 
unusujally large number of classes to be heard by one teacher, 
this sj^stem of rotation makes it possible for the (>tli, Tjji and 
8th grades to be combined into one class and be taught to- 
gether each year. This makes it possible for the pupils in 
the 6th grade to get three years' instruction, those in the 7th 
two years' instruction, and those in the Sth one years' in- 
struction, before completing the elementary school. 

To be concrete : — 

The Gth, 7th kind Sth grades will take the first year, Gar 
den and l*onltry work. 

The Gth, 7th and Sth grades will take the second year, 
Dairying and Field Crops. 

The Gth, 7th and Sth grades will take the third year, 
Hogs, Fruit, Home Beautification, etc. 

x\t the beginning of the fourth year, the Gth, 7th and 
Sth grades will begin again the votiation, by taking Garden 
and T'oultrv Woik. 



ELEMENTARY SCHOOLS OF TENNESSEE 21'. 

Thus it can be seen that the pnpil who is in the Gth gi-ade 
when the work begins in the school will he through the Sth 
grade when the rotation is completed. 

Elementary Course of i^TUDY ix Agriculture 

First Year 
Corn 
Garden 
Poultry 
Making things for Corn, Garden and Poultry. 

Second Year 
Dairying- 
Field Crops 
Forage Crops 

Making things, for Dairying, Field Crops. 
Forage Crops. 

Third Year 
Hogs 
Fruits 

General Live Stock 
Beautifying Home Grounds 
Making things, conveniences of the home. 
Knot Making. 

AVhat to Make 

Note : Do these exercises at home : 

Make a nest and prepare it for setting a hen. 

Make an egg candler. 

Make a brooding coop for hen and chicks. 

ilake a brooder foi- baby chicks. 

Make a feed hopper for chicks. 

Make a drinking fountain for chicks. 



218 COURSE OF STUDY 

Make a dust bath for chicks. 

Make an oat sprouter. 

Make a trap nest. 

Make up a solution of water-glass and preserve some eggs. 

Reference: Roehl's Agricultural Woodworking — 

Published by Bruce Pub. Co., Milwauke, Wis. 

Sowing Winter Cover Crops 

Study Farmers Bulletin 1142, Growing Crimson Clover. 
E«ad Duggar P-56, 57, 82 to 84, and 86 to 90 about the bene- 
fits of humus, and of legumes. 

Assign topics from these sources and have them recited 
by pupils. Send a questionnaire as before to the home of each 
pupil to be returned next day with results. Use these: 

i . Name 2. Acres in Winter .... 

Cover Crop last year 3. No, Planted this yr 

4. What crops are sown 5. Month sown 

6. Pounds per acre 7. How is corn field ground 

prepared for seeding? , 

8. How is seed covered? 9. Was germination 

satisfactory?. ; 10. If not, why not? 

11. Subsequent growth 

12. Is crop to be turned under in Spring? 

13. Was it last year? 14. What effects? 

15. What crops are grown in rotation with corn ? 

Divide these answers about as follows among pupils for 
tabulation of results: 1, 2, and 3; 4, 5, and 6; 7, and 8; 9, 
10 and 11; 12, 1-3, and 14; 15. 

1. What are the chief benefits of winter cover crops? 

2 What are the chief benefits when crops are plowed un- 
der as green manure? 

3. How many of the farmers of the region realize the 
benefits of (1) and (2) ? 



ELEMENTARY SCHOOLS OF TENNESSEE 219 

4. What are the chief reasons when winter cover crops 
are not gTown? 

5. What are the best wajNS of establishing good winter 
cover crops after corn and after summer gardens? 

6. What crops would you grow? 

7. Compare these crops for this use: R^^e, Oats, Barley, 
Wheat, Crimson Clover, Winter vetch, burr clover. 

Septembkr 

(a) Learn parts of a flower. 

(b) Recognize and give common name for four wild fiall 

flowers. 

(a) Study shallots and winter onions. 

(b) Have each child set out fall onion or shallot bed 

at home. 

(a) Essential parts of flowers and function of each. 

(b) Make concrete study of many flowers. 
Seeds, (a) classify, (b) construct seed cabinet. 

Introduction 
Have the pupils to take down these questions and bring 
back the answers next day. 

How many hens on the home farm? 

How many roosters? 

What kind of chickens have you at home? 

Where did the chickens at your home roost last night? 

How many eggs do you get every day now? 

Did you get more in the spring. 

Do you expect to get as many this winter? 

Are there any hens sitting at your home? 

How many? 

Does the old hen ever quit the nest this time of the year? 

Did you ever examine her nest or the old hen to see why 

she quit? 



220 COURSE OF STUDY 

Paeasitks 

References : Mites and Lice on Poultry, Farmers Bulletin 
889. An illustrated Poultry Primer, Farmers Bulletin 1040, 
The Fowl Tick, U. B. D. A. Bulletin 553, Chicken Mite, its 
life history and habits, U. S. D. A. Bulletin 561. 

Purpose : To determine what parasites attack poultry land 
how to combat them. 

Directions : Have each pupil carefully examine some of 
the hens of the farm, the nests, the houses, the roosts and 
other places where the chickens stay, to see if they can locate 
an}^ lice, mites, or other vermin living on the chickens or 
elsewhere. If they can, have them bring specimens to the 
school for examination under the magnifying glass. Ask the 
pupils these questions: 

Did you find any lice, mites or other insects bothering 
the chickens? 

At what time of the year do they bother most? 

What kind did you find? 

Where did you find them, on the hen, on the roosts, in 
the nest, in the house, or where? 

How does the hen look that is full of these parasites as 
compared to one that is not infested ? 

What does your mother do to get rid of th<^.se pests? 

Exercises: Look at all kinds of lice and mites under 
magnifying glass. Let childien tell what they saw, by writ- 
ing a short composition. 

Reading lesson, after the above observation. Use U. S. 
D. A. Bulletin 558, The Chicken Mite, Its Life History and 
Habits, Farmers Bulletin 8Q1, Mites and Lice on Poultry. 

Combatting Parasites 

Purpose: To determine what to use in combatting vermin 
infesting poultry houses and how. 

Exercises : To mlake kerosene oil emulsion. 



ELEMENTARY SCHOOLS OF TENNESSEE 221 

Teacher note: If it can't be done at any other time, get 
yonr class together at the noon hour and make this. 

Place : Ont of doors. 

Materials needed: Some brick or rock to place pot or 
pan upon in order that a fire can be made under it. 

Coal Oil 2 gallons 

Water I gallon 

Laundry Soap f pound 

Directions : Cut up the soap in small pieces and put it 
in the water. Boil the water with the soap in it until 
thoroughly dissolved. While the water is boiling TAKE OFF 
THE FIlfE and when AWAY FROM Till: FIKE, ])0ur in 
the coal oil and stir until thoroughly mixed. 

CAUTION : Keep Coal Oil away from the fire. 

When this is done mix the above solution with 50 gallons 
of water and spray on the roosts, nests and other places to 
kill the mites and lice. 

White Wash 

Purpose: To make a white wash according to the recipe 
of the U. S. D. A. and apply it to poultry quarters. 

Materials : 

Unslaked lime V2 bushel 

Salt ^2 peck 

Rice 3 pounds 

Spanish Whiting V2 pound 

Powdered Glue ' 1 pound 

Directions : Slake lime with boiling water. Strain, dis- 
solve the salt in warm water and mix with the strained dis- 
solved lime. Grind up the rice and add boiling water and 
boil to a thin ;{)aste, then add to the other. To this add a 
half pound of i)owdered Spanish whiting and a pound of 
clean powdered glue, after it has been dissolved in warm 



222 COURSE OF STUDY 

water*. Mix these well and let stand for a few days. Heat 
the mixture before applying. 

Give this recipe to each pupil after the white wash has 
been made. Urge tliat he take it home and make some and 
apply it to his own poultry yards and house.. 

Field Studies op Cokn 

Study Duggar Sec, XXII on corn. Also read any other 
descriptions of corn plants in the school or any of the homes. 
Then take a trip to a corn field or have a number of stalks 
of corn brought into school. Let each pupil answer these 
questions from studying the corn. 

1. Are the veins of corn leaves parallel? Are they like 
those in grasses or those of our trees? 

2. How many joints or nodes in one stalk? Where are 
the leaves on these? 

8. AVh}^ does the plant have so many leaves? On what 
side of thie stalk do these extend? 

4. How many rings of brace roots has the plant? What 
other kinds of roots do you find? Which roots feed the 
plant? 

5. What is the use of the tassel of the corn? The silk" 

6. Eemove the husks from an ear nnd tiace the silks 
from the tip. Oaii you trace a silk to each kernel of corn? 
Why does each kernel have a silk? 

7. How many ears on each stalk? Examine many. 

8. Give the approximate heights of the stalks and height 
of ears from ground. 

9. Are upper or lower ears the more advanced? 

10. Are rudimentary ears found on any stalks? Are these 
above or below the others? 

What variations do you find in the diameters of stalks? 
Is the variation due to crowding? or soil variation? or 
other causes? 

Estimate yields in fields; see exercise Duggar pp 26-27. 



ELEMENTARY SCHOOLS OF TENNESSEE 223 

Let Pupils write an account of this study of corn giving 
most of the points covered in the foregoing outline. 

October 
(a) Get bottles as nearly uniform as possible and begin 

making seed collections. 
(a) Select late tomatoes of best shape and quality and 

begin saving seed for coming year, (b) Save 

jjumpkin and squash seed. 

(a) Gather bean and pea seed. Cure carefully and put 

a^Vay for winter use and next year's seed. 

(b) Put on exhibit seeds saved by children. 
Note: Award prize for best individual collection. 
(a) Garden — Winter cover crops. 

Diseases op Poultry 

Purpose : To determine the ordinary diseases that affect 
chickens and find out how to treat them. 

Did you ever hear of roup? 

Can you best detect it among chickens in the day or 
night? 

How does it affect a chicken? 

What is scaly leg? 

What causes it? 

How do you treat sore head? 

Do the chickens at your home ever have cholera? 

What do you do for it? 

Do the little chicks ever have the gapes? 

Do you know what causes it? 

Can you twist out the worm? 

What do you use? 

Do the little chicks eat many earth worms? 

Do the little chicks ever have white diarrhoea? 

How does it affect them? 

Do you know the cause? 

Do you keep the quarters clean? 



224 COURSE OF STUDY 

Do you ever feed them sour milk? 

Have pupils name the diseases that affect the chickens 
at home and tell how they are affected. 

Also have pupils tell what their parents do for the di- 
seases they name, and see if what they now do is what they 
should do. (Teacher can find the 'treatment in the reading 
lesson listed, 

Reading Lessons : 

Farmers Bulletin 528 — Hints to Poultry Kaisers. 
Farmers Bulletin 957 — Important Poultry Diseases. 
Further References — Delaware Bulletin 47, Alabama 
Bulletin 136. 

Field Selection of Seed Corm 

Study Farmers Bulletins 415 and 1175. 
Study Duggar P 129, 131, 46. 

1. Why select seed corn in field? 

2. From what kinds of plants would you select? ' 

3. Height of ears. 

4. Condition of husks. 

5. Size of shank. Should ears hang down? Why? 

6. Size of ears. 

7. Number to stalk. 

S. Freedom from disease. 

9. Characteristics of good seed corn. 

10. How keep seed 6ars separate from other corn? 

11. How much to save. 

12. From what i}art of field? 

13. Why is west side best? 

14. When to save seed corn. 

Note to teacher: Have pupils rta i these pages from the 
text and studv the bulletins, then take them to a nearby 



ELEMENTARY SCHOOLS OF TENNESSEE 225 

coi-n field to learn how to practice selecting. Have each stu- 
dent Uitei- inactice Meld selectinjj- seed com at home or 
on a ueiuliboi's jilace until proficient. Let each write an 
aceoniit of his work, telling what principles he has used, 
reasons for field selecting. He can in effect answer each of 
the ({ueslions in his written account. 

Poultry House Construction 

I'urpose: To find out Avhat aie the poultry house con- 
ditions at the homes of the members of this class. 

Do the chickens at your home roost in trees, in houses, 
or where ? 

If in a house, what kind is it, a separate house or a part 
of the barn? 

In which direction does it front, North, South, East or 
West? 

Is it a tight house or open? 

What side is open, if anj^? 

W^here are the roosts in the house? 

Wliat are they made of, i)oles, ])lanks or what? 

Are the roosts nailed down, or can tiiey be moved? 

Is there a dropping board under the roosts? 

Do the chickens roost uj) high or near the ground? 

Where are the nests? 

What are they made of? 

Are they located where th.ey can be easily cleaned? 

How often lare they cleaned? 

What kind of disinfectant is used on them? 

Things to Consider. 

1. Location 

(a) Slope (b) drainage (c) reference to other build- 
ings, etc. 

2. Foundation 

3. Floor Space. 

4. Light 



"226 COURSE OF STUDY 

5. Ventilation 

6. Protection 

7. Sanitation 

8. Conveniences 

9. Scratching Pen 

10. Watering Places 

11. Feeding Bins 

12. Incnbator room 

13. Nest constrnction 

14. Eoosts 

15. Yards 

. Peferenee Eeadinu: I'laiiiieis Bnllclin 2S7 — Ponltiy :viau- 
agement. Farmers Bnlletin 574 -Poultry House Construc- 
tion. Farmers Bnlletin 682 — Trap Nests for Poultry. 

Corn Harvesting ~ . 

Have each pui)il or one from each familj^ represented in 
your school write the following questions on a card or paper. 

Cut papers exactly the same size for the school. Have- 
auKSwers returned the next day from each home. Tiy also 
to send the questions to each home not represented in school. 



Name 

I . Acres of corn 2. Kind 

3. Is seed corn selected in field? 4. Bushels 

5. Is corn crop harvested by cuUing entire stalk... 

6. How cut ? 7. 1 'ut ill silo ? 

8. Are stalks ever cut above cai s 

9. Are leaves ''pulled"? 10. At what stage? 

II. When are ears removed fiom stalks? ; . . . . 

12. How removed 13. Is €orn "hogged off" 

14. Are stialks pastured ? 

Assign these answered papers to several groups of pu])ils; 



ELEMENTARY SCHOOLS OF TENNESSEE 22'<' 

One lot to lecord answers 1 and 2; next 3 and 4; 5 and 6; 
T; 8, 9. and 10; 11 and 12; 13 and 14. 

After writing results on pai er let each group give the 
main results on the blackboard for all to copy. After this 
is completed let the lesults be discussed in class, tas to the 
most common methods of harvesting, relation of area to 
method, labor, cost. Then have pupils read Farmers Bul- 
letin 578, making Silage, 855 and 002 Machinery for cut 
ting corn ;1 149 Growing corn in Southeastern States. 

Assign topics from these bulletins to be recited in class. 

In closing this topic of Harvesting Corn let each write 
an account of the points covered and the lessons learned. 

Protection op Stored Corn* From Enemies 

Hjave each pupil report shape, size and structure of corn 
cribs he has at home or has seen. 

Have each tell how seed corn is stored. 

Have them study Farmers Bulletins 896, Eats and Mice; 
915 Keducing Weevil Waste in Southern Corn; 1029 Con- 
serving Corn from Weevils; 799 Carbon Bisulphide as in 
Insectiticide ; and 1156 Grain Moth. Assign topics from 
these bulletins for report in class. 

Have several neighboring cribs made proof against vdtH 
and mice and let the method be studied by members of the 
class and reported at school. 

Have samples brought to class for study of corn weevils, 
grain moths and the bad work of each. Treat a sample in 
Infested corn with carbon disulphide as described in Farmers' 
Bulletin 799. Do this out of doors using a covered ctan. 
Have pupils make three or four devices for storing seed corn 
to dry free from rats. 

Poultry Feeds 
How many, chickens have you at home? 
How many pounds, or quarts do you feed them at each 
time? 



228 COURSE OF STUDY 

How often do you feed them? 

What do you feed them? 

Do you feed them at all or let them get what they can? 

Do you see that they get fresh water often, more than 
once a day? 

How often do you clean out their drinking vessels? 

Do you ever put boxes of grit, such as oyster shell or 
ground limestone where the chickens can get it? 

Do you keep a box of dry powdered charcoal near the 
chickens ? 

Do you have a regular time to feed the chickens? 

Do you think about what they should have at each feed? 

Do they get something green to eat all the year? 

Do you save the meat scraps and other scraps from the 
table for them? 

Are the old chickens and the young ones fed alike and 
together ? 

Do you sprout grains for them in winter? 

Reiading : 
Farmers Bulletin 287 — Poultr}^ Management 
Farmers Bulletin 528 — Hints to Poultry Raisers 
Farmers Bulletin 1067^ — Feeding Hens for Egg Production. 

November 
See' Lessons on Corn 

December 

1. Barn yard manures 

(a) composition 

(b) care 

(c) value and utility 

2. Green manures. 
Fertilizers. 

1. Phosphate. 

(a) sources (b) forms (c) function in plant life. 



ELEMENTARY SCHOOLS OF TENNESSEE 229 

Potash. 

(a) sources (b) forms (c( function in plant life. 

Nitrogen. 

(a) sources (b) forms (c) function in plant life. 

Poultry Breeds 

What kind of chickens have you at home? 

What are pure bred chickens? 

Do you see any advantage in having your chickens all oj'.e 

kind ? 
How many roosters have you at home? 
What kind are they? 
What is your idea of a scrub? 
Do you think you could get your parents to kill the scrub 

rooster and get a pure-bred? 
What is your choice breed? Why? 
Have you ever studied the purpose of the different types 

and breeds of chickens? 
How many breeds of chickens can you name? 
W^hat do you think of the idea of every member of this 

class going into the pure-bred chicken business and 

getting the same kind of chickens? 
Would all of you be willing to raise the same kind of 

chickens if the teacher would arrange to get all of you 

a sitting of eggs each, of the same breed of chickens? 

Reading Lesson : — 

Farmers Bulletin 806 — Standard varieties of chickens. 
I. — The American Class. 

Farmers Bulletin 898 — Standard varieties of chickens. 
II. — The Mediterranean and Continental Classes. 

Farmers Bulletin 1052 — Standard varieties of chickens. 
Ill — Asiatic and French Classes. 



230 COURSE OF STUDY 

January 

1. Green Houses. 

(a) Constiuctioii, (b) Utility. 

2. Hot Bed. 

(a) Construction, (bl I^tilit}-. 
Construct School Hot- Bed. 
Cool season plants raised in hot bed. 

(a) Lettuce — varieties — cultural methods. 

(b) Radishes — varieties— soil — cultural nietliods. 
(c) Onions from seed. — variet'es — soils — pi o]'()^2:at!<>n. 
Cabbage. 

(a) Varieties — soils — propogation. 

Culling Poi'Ltry 

How old is the oldest hen on the farm? 

HoAV old is the oldest rooster on the farm? 

Do you ever sell any hens? 

Do you know what kind yon are selling? 

Are you sure they are not good layers? 

Are you sure they are old hens? 

How do you know when a hen is a good la^^er? 

Bid you ever notice the color of the beak, and legs, before 
and after laying seasons? 

Ho the hens at your home take a long period of rest be- 
tween laying seasons? 

Do you know how mRnj eggs per year each hen at your 
home la^'S? 

When do the hens at jour home begin to molt? 

Do you know the "egg bag"? 

Do you know the "vent"? 

Do you know the pelvic arch? 

Do you ever cull the chickens? When? 

Reading : — 

Department Circular 31 — Culling the poultry, JFlock. 
Why, When, How. 



ELEMENTARY SCHOOLS OF TENNESSEE 231 

Bureau of Animal Husbandiy^ — Bulletin 141. 
The Improvement of the Farm Egg. 

Corn Judging 
Study Duggar pp. 129 to 135 on Selecting or Judging Seed 
Corn ; also Farmer's Bulletin 415, Seed Corn ; and 1175 Better 
Seed Corn. After these assignments have been read, have the 
exercise work performed as suggested on page 135 of Duggar's 
book. All types and varieties in the neighborhood should be 
studied by this method. 

Corn Show 

Follow the corn judging work with a corn show at the 
school. This may be held on Saturday and all the community 
invited. This may be combined with a garden show, com- 
munity fair, fall festival or Thanksgiving Celebration, accord- 
ing to. local conditions. There should be 10 — ear exhibits of 
corn from every home, and of all varieties and types of corn. 
Best three stalks of each variety may be brought by all. In- 
clude competitions with companion crops as cow-peas and 
soy-beans. Also include all crops suitable as winter covers — 
take up green covers in shallow boxes showing the fall growths. 
Include devices for storing seed corn and of protection of 
cribs from rats. . 

Premium lists may be written off by all pupils to take 
home. The ])reroiums may be mere ribbons, or articles donat- 
ed by individuals, or of cash if that is available. (See Farmers' 
Bulletin 870, The Community Fair. 

COMPOSITION, PRODUCTS AND USES OF CORN 

Study Duggar's book pp 21, 24 and 316. 

Try the iodine test for starch in corn as suggested in Bug- 
gar's book p 37. 

Have figure 21 or some other section of corn drawn in note 
books greatly enlarged. Make sections with knife as directed 
]) 20 (exercise).. Also do the weighing there suggested. Draw 
a diagram of a square bushel of shelled corn and (by the ta- 



232 COURSE OF STUDY 

ble OD p. 322) represent on the table about the proportion 
there would be of each ingredient of corn or corn meal : Pro- 
tein (7.8) Carbohj'drate (66.7) fat (4.3) water (10.6) indi- 
gestible matter (10.6). 

Write to the American Corn Products Co., Chicago, 111., 
for a set of bottles showing many products made from corn. 
These bottles should be kept in sghool for study and exhibi- 
tion. 

Have pupils make up a set of bottles showing the compo- 
sition of corn. Represent a pound of corn in six stoppered 
bottles thus: Protein (1.3 oz. Cottage Cheese preserved with 
a few drops of formalin or other antiseptic) ; Carbohydrate 
(11 oz. of corn starch) ; fat (0.7 oz. lard or solid oil) ; water 
(1.6 oz.) fibre or indigestible matter (1 oz. wood pulp) ; min- 
eral matter (a teaspoon of salt). Draw in note book a dia- 
gram of this set of bottles showing the content of each. 

1. What are the special uses of corn in stock feeding? 

2. What are the dangers in exclusive use of corn in feed- 
ing laying hens? 

3. Why are pigs often weak when fed on corn alone? 

4. Discuss Corn Meal as human food. (See F. B. 565. 

Corn Meal as a Food.) 



Simple Principles op Poultry Breeding 

How many hens are there to each rooster on the home 

farm? 
Do the roosters and hens run together the entire year? 
Are the roosters ever changed? How often? 
Do the new roosters come from the home flock, or do you 

buy new ones from your neighbors, or order them? 
Do you ever pen your chickens? 
Do you ever trap nest your hens? 
Do you know what hen on the home farm lays the most 

eggs in a year? 
Do you select the eggs you set, or set what you have on 

hand ? 



ELEMENTARY SCHOOLS OF TENNESSEE 233 

' Do you try to grade up your flock, or "just raise your 
chickens" ? 
Do you pen your old hens with young roosters or young 
hens with old roosters, or old hens with old roosters? 

Breeding Poultry 
Reading : — 

Farmers Bulletin 287— Poultry Management. 
Farmers Bulletin 528— Hints to Poultry Raisers. 
Farmers Bulletin 1040— An Illustrated Poultry Primer. 
Year Book Separate 778- Better Poultry Through Com- 
munity Breeding Associations. 

February 
Soils. 

Soil Preparation for early garden. 
English Peas. 

(a) Types, (h) varieties, (c) soils, (d) time of plant- 
ing. 
1. Renew Onions, radishes and lettuce. 

^. cs'Tions. 

(a) Tinifc x^ ^i^j^^ seeds. 

(b) Time to put ouv ^g^g_ 

3. Radishes. 

(a) Time to plant seeds in open. 

4. Early Turnips. 

(ai Ti'nie to plant seeds in open. 

5. Lettuce. 

(a) Time to plant seeCm in open. 

6. Plant tomato seed in hot bei. 

(a) varieties, (b) general dismssion. 



234 , COURSE OF STUDY 

Incubators and Incubation 

Do you use an incubator at your home, or do you depend 
on the hen as a means of incubation? 

AVhat care should be taken of the eggs previous to setting 
them? 

Did you ever candle eggs? 

Do you know the difference between a fertile and infer- 
tile egg? 

How long after setting should eggs be candled? 

How often should they be candled? 

How does an infertile egg look at the end of ten days in- 
cubation? 

If you use an incubator, tell how to care for and manage it. 

Do 5"0u know hov.'' to regulate the temperature? 

Do you know how to regulate the moisture? 

How often should you turn the eggs ? 

Do you set one or more hens at a time at your home? 

What advantage is there in setting more than one hen at 
a time? 

What is the period of incubation of eggs? 

What are the chai;*acteristics of a good broody hen ? 

Do you know how to break a hen from being broodv"^ 

Do you baptize her? 

Do you put her in a coop on the g-r^"^^' •'' ^^' *^^ J^^ P^^ 
her in a slatted bottom p--P ^^^^ i^ <"i *''^''lts or is sus- 
pended, which is 1"=^!^; '^ud why? 

Eeadino': "'^^^ch the questions of the pieeeeding lesson in 

mind, yoad : 

Farmers Bulletin 585— Natural and Artificial rncubation 
of Eggs. 

Bureau of Animal Husbandry t^eries G-28-Early Hatching. 

Bureau of Animal Husbandry Bulletin 160— Care of the 
Farm Egg. 

Corn Testing 

Read Duggar's bo*i^ pp. 26 and 27, then let each pupil test 



ELEMENTARY SCHOOLS OF TENNESSEE 235 

six kernels from each ear of corn in a lot of ten or more ears. 

Eead directions for testing corn by the "rag doll" method. 
(F. B. 948, Eag Doll Tester.) Then let each pupil test a 
number of ears by this method. Have the results written in 
the pupils' note books. They should add to this the leasous 
for testing corn before shelling and before planting. 

Have pupils report from homes of the community what 
farmers test corn and what ones, do not. 

Thought Questions 

1. When should corn testing be done? 

2. How many ears should be tested to secure enough for 
planting ten acres, if nine out of ten are worth planting? 

3. What use may be made of the discarded ears ? 

4. In a year when good seed corn is abundant what would 
be your standard fixed for discarding ears? 

^ 5. Why is seed corn much poorer some years than others? 

6. In a year of poor seed corn what would your time be 

worth to your father while testing his seed corn? Compare 

^'our time with all the losses from planting poor seed without 

resting. 

March 
Eoot Crops. 

1. Beets — soils, varieties, etc. 

2. Carrots — soils, varieties, -etc. 
6. i>.,,^^-pg — gQJig^ varieties, etc. 

Irish Potatoes. 

(a) Early varieties, (b) su-.^ (,) preparation of land 

lor set,.^ .'ultuie. (d) planting. 
Corn— Testing, etc. 
Strawberries. 

fa) Varieties, soils, exposui., transplanting. 
Easpbenies. 

(a) Varieties, soils, exposure, tr^isplantino-. 



236 COURSE OF STUDY 

CORN SOILS 

Assign topics relating to this subject from Farmers' Bulletin 
537, How to Grow an Acre of Corn; 1149, Growing Corn in 
the Sontlieastern States; also from Duggar's book pp. 65-69. 
Study also pp. 93-96, barnyard manure, and 97-101, commer- 
cial fertilizers. 

Get soil map of your section as suggested p. 64, or by writ- 
ing to the State Geologist at the capitol, Nashville, Tenn. 

In bottles or pint glass cans collect samples of the soils 
and subsoils of the region. Label each by the locality and the 
popular or technical name. These should be studied at school 
as to content of organic matter, color, proportion of sand and 
clay and acidity. 

Send a questionnaire to the farmers of the region to de- 
termine which types of soils and what fertilizers are con- 
sidered the best for corn (see Duggar p. 350). 

Have students list the soils of the region and tell which 
are best for corn. They should also record the results of the 
reports regarding the use of manure and commercial fertilizers. 

Preparation of Soil for Corn 

Study Duggar's book pp.70 to 73. Select also parts of sec- 
tion X,I1 pp. 74 to 81, Select topics on soil preparation from 
F. B. 537 and 1149. 

Steps in Spring Preparation op Corn Ground 

1. Plow ground deep and early. 

2. Harrow or disk soil the ^-^ ^^^ i* ^^ P^^^^^' *« P^^" 

vent clodding. .■.-,. 

3 Disk or ha-^w every week or t-- "ntil time to plant, 

maintaining a bare fallow, for 4 to 6 weeks. 

4. Tlse spike-tooth harrow l^t thing before planting. . 

rrnOt'OrfT QUESTIONS 

1. How does ^rly spring plowing without harrowing un- 



ELEMENTARY SCHOOLS OF TENNESSEE 237 

til dry compare with the method of making sun-bricks? (See 
step 2.) 

2. What effect does the bare fallow method (step 3) have on 

(a) weed seeds sprouting in the soil? 

(b) on the temperature of the soil? 

(c) on evaporation of soil moisture? 

(d) on the percolation downward of surplus rain water? 

(e) on the rotting of green manure or stable manure 
or other organic matter in the soil? 

(f) on the development of soil bacteria? 

(g) on the unlocking of plant food and on other chemi- 
cal changes in the soil? 

3. Just how are soils warmed in the spring? 

4. Why do so many farmers neglect the preparation of soil 
until planting time? 

Make a little inquiry to determine how many framers of 
the region prepare corn soil according to the four steps 
enumerated. Which steps are most commonly omitted? 

Have students keep records of the dates and operation in 
preparing corn ground as performed on their own place; then 
write the story of the methods, including descriptions of the 
soil at various stages. 

Care of Baby Chicks With the Hen 

How oftan after hatching do you "take off" the hen? 

How many chicks do you allow one hen ? 

How long do you keep the hen confined ? 

How much run do you allow the chicks? 

How sooD in the morning do you turn out the hen and 
her brood? 

How often do you feed them? 

Do you allow them the run of a grass lot 

Do you aflow them the run of a plowed plat? 

Do you let them range where they can get a good manv 
earth worms? 

Do the cliicks ever have the gapes? 



238 COURSE OF STUDY 

Do you know tlie cause? 

Do you know how to remove them from the thioat? 

Do the chicks ever have white diarrhoea? 

AVhat do you do with the oues that have it ? 

Do you disinfect the quarters of the little chicks? 

Do you ever feed them sour milk? 

Do you know the cause of white diarrhoea? 

Do you keep plenty of fresh clean water before the chicks? 

Do you keep grit and ash where they can get it at all times? 

Baby Chicks 
Reading: 

Farmers Bulletin 287— I'oultry Management. 
Farmers Bulletin 624— Natural and Artificial Brooding of 
Chickens. 

Bureau of Animal Husbandry Series G-30— First Care of 
Baby Chicks. 

April 

1. Sweet Potatoes. 

(a) Varieties; (b) Soils; (c) Propagation, etc. 

2. Bedding Sweet Potatoes. 
Blackberries. 

(a) Varieties, soils, transplanting. 

1, Sweet Corn. 

(a) varieties, soils, planting. 

2. Field Corn. 

(a) varieties, soils, planting. 
Continue cultivation of Irish Potatoes and Corn. 
Field Trips. 

May ' 

Warm Season Crops. j 

1. Tomatoes — review varieties. - \ 

2. Soils — fertilizers, transplanting, trellising and culture. 
"^''I'ater melons and squash. . 



ELEMENTARY SCHOOLS OF TENNESSEE 239 

Cantaloupes, encumbers, okra. 

Observation trips. Eeview cultivation and see that all pro- 
jects are in clean state of cultivation. 

Planting Corn 

Study Duggar pp. 125 and 126; F. B. 537 and 1149. Try 
experiment at school on depth of planting (Duggar p. 22). 
Bottles may be used instead of the glass box. 

Send questionnaire to each farmer and determine these 
points: (1) method of marking off the corn field; (2) meth- 
ods of planting corn; (3) distances between rows; (4) dist- 
ances apart in rows and number of kernels in a place; (5) 
depth of planting; (6) level, ridge or furrow jdantinj,!;. ( Duggar 
p. 125) ; (7) varieties of corn planted; (8) purposes to which 
the crop is to be put. 

Let pupils calculate the number of stalks per acre from 
some of these answers. 

Again calculate the amount of corn required to plant an 
acres by several of the different plans. 

Record summar}^ of the survey in the note books. 

Cross Harrowing and Intertillage op Corn 

Bead these topics in F. B. 537 and 1149. Study F. B. 773, 
Corn Growing Under Droughty Conditions. 

If corn ground has been prepared by the "bare fallow" meth- 
od (see step 3, in a former lesson) it will be so smooth and 
free from clods and trash as to allow cross harrowing after 
planting. This should be done once before germination and 
about once a week after germination until it is too high. 

Do the harrowing when the corn leaves are limp ; i.e., after 
they have lost the turgidity of dew or rain, when the wind 
and sun have dried the corn a little. How many acres can a 
man cultivate by this harrow method in one day? (Read Dug- 
gar pp. 126 and 127.) 

What types of cultivators are used in the neighborhood 
to cultivate between the rows? 



240 COURSE OF STUDY 

Which of these are best for shallow cultivation? 

Why should the inter- tillage be shallow? 

Why should it be frequent? 

Explain what is meant by the term "dust mulch". 

How is it maintained 

How does ridging the surface increase evaporation? 

Why should the surface remain nearly level? 

Watch for corn enemies and read about them in Farmers 
Bulletins: 739, Cutworms; 872, Corn Earworms; 875, Corn 
Stalk Beetle; Corn Kootworm; 1176, Root Diseases of Corn. 

The following Farmers Bulletins are recommended as ref- 
erences for this course : 

218. School Garden. 

2:52. Okia: Its Culture and Uses. 

254. Cucumbers. 

256. Preparation of Vegetables for the Table. 

282. Celery. . . 

289. Beans. 

354. Onion Culture. ^ ] 

460. Frames as a Factor in Truck Gardening. 

481. Concrete Construction on Livestock Farm, 

528. Hints to Poultry Eaisers. 

660. Weeds : How to Control them. 

668. Squash "S^ine Borer. 

766. The Common Cabbage Worm. 

829. Asparagus. 

837. The Asparagus Beetle and Their Control. 

884. Saving Seed for Home and Market Garden. 

1)25. Cabbage Diseases. 

9.34. Home Gardening in the South. 

959. The Spotted Garden Slug. 
1038. Striped Cucumber Beetle .and Its Control. 
1044. The City Home Garden. 

1060. Onion Diseases and Their Control. 

1061. Harlequin Cabbage Bug and Its Control. 
1074. The Bean Ladvbird and Its Control. 



ELEMENTARY SCHOOLS OF TENNESSEE 241 

HOME-MAKING 

First Six Grades. 

For several years it has been felt that the home economics 
or domestic science of the high school and upper elementary 
school should have its beginnings lower down in the grades; 
that girls and boys alike should have this rudimentary train- 
ing which could better be given by the regular room teacher 
than by some specialist at special periods. 

So the present course in home-making is designed to meet 
this need; in it are gathered together the rudiments of many' 
sciences : home economics, agriculture, nature study, geography, 
etc., all of which go to the making of a successful home. 

It is not expected or suggested that every teacher do every- 
thing listed in the course. In most cases there is given oppor- 
tunity for choice. Each teacher knows her own limitations 
and those of her neighborhood. The former she can overcome, 
the latter she will have to arrange her work to make the most 
of. It is certainly possible for everybody to do some of the 
work ; the more done the better. 

It is suggested that the work be started at the opening of 
school by making a job analysis for each pupil : what father 
does, what mother does, what brothers and sisters do, what 
"I" can do to help— not on paper, just to talk about it. In 
this way the child gains some idea of the dignity and necessity 
for work and sees how he can take his place in the busy world 
about him. 

It is suggested that each grade, each room, or each school 
keep its own accounts for the year— what money it receives 
and how this is spent; and that each child keep a personal 
account, especially during December and February. 

The grades have been put together in groups: Group I 
includes grades one and two; Group II includes grades three 
and four; Group III includes grades five and six. In one- 
room scliools all the children might be put into one group and 



242 GOURSE OF STUDY 

such topics taken up as can be used with profit to all. 

The work may be done for the most part in the language 
period, though it would be very advantageous to give one period 
a week to home-making projects. 

In conclusion, it should be primarily a "doing," not a 
studying, course. If attacked in the right way, it should re- 
f>;ult in real pleasure and recreation for teacher and ])upils, in 
addition to the gaining of much valuable information and a 
lasting formation of good habits. 

SEPTEMBER— TEXTILES. 

The keynote to be struck in the study of textiles is their 
use to man. 

The first two grades get an acquaintance lesson with one 
or two textiles; the second group will study at least two tex- 
tiles more in detail, while the third group will make a still 
more detailed study of the four textiles, taking up sources, 
uses, and quality. 

The textiles selected for study and the amount taught will 
vary according to the teacher's judgment. 

As much practical Work should be done as possible, such 
as weaving and darning, testing materials, testing and setting 
colors. 

The teacher will find it possible to work in correlations with 
geography, English and writing. 

Group I — Wool. Cotton. 

This study in the first two grades should be wholly con- 
crete. The child must come into actual contact with the thing 
studied. 

To study wool : get the wool, clean, dye, card, spin and 
weave it. 

To study cotton : pick, gin, card, spin and dye it. 

A collection may be gathered of -things made of wool or 
cotton and an exhibit given for the school or some other grade. 

Charts may be made of wool or cotton showing it in various 
stages. 



ELEMENTARY SCHOOLS OF TENNESSEE 243 

Group II— Silk, Wool, Cotton, Linen.- 

Study one or more, by making charts or booklets showing 
stages and uses. I)e?elop the industry on the sand table: 
weave hammocks and rugs, which should be followed up by 
a darning lesson. 

Correlations: 

Geography. 

Reading. 

Language. 

Writing — have children write for exhibits. 

GROi-r IT I — Cotton, Wool, Silk, Linen. 

Study two OT more, make charts txnd booklets showing 
sources and uses. In studying cotton show uses of cotton K.opf] 
products as food. 

Correlations: 

Geography. 
English. 
Writing. 
Reading. 

Culmination work. Group III. 

Testing materials. 

Testing and setting colors. 

Darning. 

Sewing on buttons. 

OCTOBER^FOOD, SHELTER, CLOTHING. 

The general idea to be kept in mind for all the teaching of 
this month is the preparation for winter — the preparation 
made by plants, animals, and people for the winter season is 
the keynote of October. Examples are plentiful all around us : 
trees and plants ])ut their seeds away for the spring, drop 
their leaves and go to sleep; animals put on a heavier fur coat; 



244 COURSE OF STUDY, 

the squirrel puts away his winter store of nuts; man gathers iD 
his firewood and fills his pantry and bams. 

Everyone should make an actual visit to the woods in this 
month and see nature's preparation first hand. This might 
be in the fornij of a picnic after school, which gives a fine op- 
portunity for the pupils themselves to work out all the plans, 
what we shall have to eat, the cost, each one's part, and the 
actual cooking. 

Group I. 

Observe and talk about how plants, birds, animals, and 
people get ready for winter. 

Find out what foods are stored for winter and iiow they 
are prepared. 

Furnish a house f^^- Triurer. 

Group TI. 

Observe and discuss the preparation for winter made by 
plants, birds, animals and people. Make charts and booklets 
showing this preparation — food, shelter, and clothing charts, 
separate or all together. 

Furnish doll house for winter — four rooms. 

Correlations : Geography, Eeading. 
Group III. 

Study the preparation for winter made by plants, birds, 
animals, and people. Make charts and booklets. 

Compare food, shelter, and clothing of different countries, 
and of different periods. 

Correlations : Geography, History, Reading. 

Culmination work : Groups II and III. A picnic, giving 
a chance for contact with nature, and for practicing some camp 
cookery. 

Correlations: Arithmetic, English.' 



ELEMENTARY SCHOOLS OF TENNESSEE 245 

NOVEMBER— COSTUMES. 

This subject is to be treated in such a way as to instill 
proper ideas as to appropriateness of dress for the season, age 
of child, and occasion. 

This can be well brought out in the dressing of dolls, and 
the style show planned for the end of the month makes a fine 
culmination of all the month's teaching. 

The style show is to be simply a little play displaying the 
suitable and unsuitable types of costumes for different occa- 
sions. This little pla:? should be given to the public to make 

it impressive. 

Attention should be given to the hygiene of clothing. Stress 
particularly the care of the hair, the right type of shoes, cor- 
rect scliool dress, and correct night dress. 

Group I. 

Talk about the kinds of dress to be worn at different sea- 
sons and for different occasions. 

Show pictures and dress dolls— paper and regul^-- ^^^^^ 
illustrating the things talked about. 

Group II. 

discuss and illustrate with pictures the kinds of dress to 
be worn at different seasons and for different occasions. 

Dress dolls in different types of dress, including kimona. 
Dress dolls in characteristic costumes of different nations. 

Correlations : Geography. 

Group III. 

Study appropriate dress— school dress, Sunday dress, party 
dress, house dress, night dress and kimona. 

Discuss the care of clothes, care and arrangement of hair, 
kind and care of shoes. 

Correlations: Hygiene — cleanliness of the body and cloth- 
ing worn next to the body ; Arithmetic — personal accounts. 

Culmination work : Group III. Style Show, showing cor- 



246 . COURSE OF STUDY 

rect and incorrect clress for different occasions and different 
seasons. (This conld well be given to the public.) 

DECEMBER— FOODS. 

The correct selection of food materials for the building and 
repair of the body is the outstanding idea of this month. 

Special attention should be directed to the lack of an ade- 
quate supply of green vegetables and fresh fruits, and of milk ; 
to the harmful use of tea, coffee and coca-cola; to an overuse 
of sweets and of fried foods of all kinds, especially fried starchy 
foods. 

A meal should always have a meat or meat substitute, a 
juicy fruit or vegetable, a starchy vegetable or cereal, bread 
and butter, a suitable drink, and something sweet may be added 
This should be kept in mind in planning all menus. 

It is suggested that some hoys and girls from Group III, 
under the direction of their room teacher, give a demonstra- 
tion of a desirable school lunch before the Parent-Teacher As- 

Some desn-tivr^ r)lixn of eating the school lunch should be 
worked out for each schom ^,.^ g^di room, in order to en- 
courage children to use a sufficient amouxxi. ^f time to eat to 
give attention to good table manners, and to insure goou ^-o,^^] 
housekeeping and a clean campus. 

Group I. 

Talk about what little boys and girls should eat for break- 
fast, dinner, and supper to make them strong and healthy; 
milk and cocoa, eggs, cereals, fruits and vegetables. 

Make charts showing well-selected foods for each meal. 

Talk about and practice good table manners. 

Group II. 

Discuss foods and menu making, table setting, table nian- 
ne'is, and sewing. Make food charts^starches, sugars, fats, 
pioteins, mineials, vitamines. 

Make menu charts — for the three meals. 



ELEMENTARY SCHOOLS OF TENNESSEE 247 

Draw on tablet the correct table setting for each meal, 
showing arrangement for one person. 

Table setting and service may be demonstrated in the Home 
Economics laboratory, on a table in the classroom, or on the 
child's desk. 

Correlation : Arithmetic — personal accounts, Hygiene. 

Group III. 

Study sources and uses of common foods. 
Study the making of menus. 
Make food charts and menu charts. 
Learn to order from a menu. 

Discuss marketing, using the child'si own experience as a 
basis. 

Correlations. Arithmetic— personal accounts, Geography, 

Hygiene. 

Q^iiii^jxictuon work: 

(tfoup II. Serve a breakfast and wash the dishes. 

Group III. Select the best breakfast menu offered, cook 

this and serve it, then wash the dishes. 

JANUARY— HOUSE FURNISHING. 

Good taste is the predominate thought this month — good 
taste in the selection of furnishings, in color combinations, 
in the selection and arranging of pictures. 

The proper cleaning and care of the dining-room, bedroom 
and bath should be studied and demonstrated, using the do- 
mestic science department or rest room at school, or borrow- 
ing the bedroom and dining-room of some neighbor. Special 
emphasis should be placed on the protection from flies and 
mosquitoes afl'orded by screens. The method of making the 
hospital bed is a very satisfactory standard. 

Group I. 

Talk about furnishing a house. Illustrate with pictures. 
Furnish a doll house. 



248 COURSE OF STUDY 

Group II. 

Discuss desirable house furnishing, illustrating with pic- 
tures. 

Discuss the child's part in the daily care of his own home. 

Make charts and booklets furnishing all the rooms in a 
house, using materials for curtains and pictures of floor cov- 
ering for floors, thus giving a chance to make correct color 
combinations. 

Furnish a doll house. 

Correlations : Hygiene— emphasize ventilation, particularly 
in regard to the bedroom, dining-room and living room. 

Group III. 

Study, with iliusirations, desirable house furnishing, keep- 
ing in mind two important points. v.«f.fulness and attractive- 
ness. 

Study especially the child's own bedroom, whether he oc- 
cui>ies it alone or with others, especially his part in the care 
of it. 

Furnish rooms in booklets or on charts. 

Furnish a four-room house. 

Correlations : Hygiene — emphasize ventilation, particular- 
ly of his own sleeping; room. 

Culmination work: 

Group II. Make up a bed. 

Group III. Make up a bed. Visit a home in the community 
to show a well-arranged room. Clean a room. 

FEBRUARY— ENTERTAINING. 

According to the title, attention will be directed this montli 
to parties; parties for various occasions, home parties es- 
pecially, at which the duties and proper conduct of hos^, 
hostess and guest are taught. 

The teacher should utilize all the preceding work of the 
course in the planning and execution of the party — menu mak 



ELEMENTARY SCHOOLS OF TENNESSEE 249 

ing, arranging and decorating of room, table serving, table 
manners, suitable party dress. 

This offers a fine opportunity for the selection and playing 
of games suitable to the day. 

The children should be divided into groups and each group 
given certain details of thei party to work out." 

Group I. 

Plan and carry out a children's party. Let the room select 
a group of children to be the ones giving the party, in order 
to give it the home atmosphere, and to teach the duties of host 
and guests. 

Group II. 

Plan and carry out a party . (Practically the same as 
Group I.) 

Correlations : Language, Arithmetic, Writing. 

Group III. 

Discuss how to entertain at home; the best time to have 
parties, especially during the school term; the necessity for 
having entertainment; the kinds of parties! appropriate to the 
season. 

Discuss the duties of host and hostess at meals and at 
parties. 

Correlations : Language, Writing, Arithmetic. 
Culmination work : Group III. Plan and carry out a home 
party. 

MAECH— POULTEY. 

The outstanding lesson of the month is the care and feeding 
of baby chicks, applying the knowledge gained in the study of 
foods. The same principles apply here as in the feeding of 
children: chicks must have buttermilk for muscle-building ma- 
terial, green food to obtain mineral matter for building bone, 
and starchy foods to give heat, energy and fat. 

The same principles apply in feeding calves and pigs, not 



250 COURSE OF STUDY 

forgetting' the baby chick needs grit in addition to what other 
animals need, because he has no teeth. 

Special emphasis should be given to sanitation, including 
clean nests, airy coops for baby chicks, and hen houses, which 
is necessai'y to prevent insect pest and diseases. 

It is well in this connection to point out the importance of 
ha^dng eggs in the child's diet, and desirable methods of cook- 
ing. 

It would be very desirable for every child to own a hen 
and raise some baby chicks. 

Group I. 

Talk about the hatching of baby chicks, care of the mother 
hen, the care of feeding of the baby chicks. 

In connection with this talk about the care of the baby in 
the home. 

Make a chicken yard on the sand table, showing a home 
made sanitary hen's nest, chicken coop, drinking fountain, and 
self-feeder. 

Group II. 

Discuss the hatching and care of baby chicks. The d lifer- 
ent breeds of chickens. 

Discuss the food value of eggs. 

Make a chicken yard on the sand table (similar to that of 
Group T). 

Make booklets and charts of breeds. 

Correlations: Hygiene and Physiology. 

Group III. 

Study the hatching, the care and feeding of baby chicks. 
Study the care of the hen house and poultry yard. 
Study the food value of eggs and some desirable wa^^s of pre- 
paring them. 

Observe the sand table work of Groups I and II. 

Visit a model poultry yard if possible. Borrow or make 



ELEMENTARY SCHOOLS OF TENNESSEE 251 

as many home-made appliances as possible to equip a tempo- 
rary model poultry yard at the school. 

Demonstrate the making of a hen's nest and the setting of 
a hen. 

Correlations: Hygiene and I'hysiology. 

Culmination work. 

Group I. Soft cook an egg. Make some Easter eggs. 

Group II. Cook eggs. Make Elaster eggs. 

Group III. Cook eggs. Preserve eggs in waterglass. 

APBII^— GARDENING. 

Under gardening is comprehended both vegetable garden 
ing, to teach the production and care of useful plants, and 
flower gardening to teach the production and care of licauUfy- 
ing plants. 

As we watched nature's preparation for sleep during the 
long winter, now we see her waking up, fully refreshed, put- 
ting on her gay spring garments. This is the time when everv- 
body loves to be out of doors, so it is easy for us to correlate 
our gardening study with nature study, and do it all first-hand. 

Every group should plant flowers or vegetables for their 
own room ; it might be on the saud table, in a window box, or 
outside, and every child should plant at home either some 
flowers or some vegetables. 

Special attention should be given to the desirable arrange- 
ment of the flowers they plant. 

Group I. 

Talk about gardens — how to make Ihem, what to plant, 
which vegetables and flowers grow best. Plant a garden on 
the sand table. Take care of a plant in school. 

Group II. 

Discuss gardens and gardening. 

Become familiar with the spring flowers. 

Make garden charts and booklets— vegetable and flower. 



252 COURSE OF STUDY 

Lay out a garden on paper. 

Make a spring garden on the sand table. 

Correlations: Arithmetic. 

Group III. 

Study spring gardens and all-the-year-round gardens. 
Study the proper preparation and planting of a garden. 
Plan a garden, lay it out on paper. 

Discuss the beautifying of the home grounds and the sc1k»o1 
grounds. 

Make garden charts and booklets. 

Correlations: Arithmetic, Drawing. 

Culmination work : Groups I, II, and III. Plant some vege- 
tables or flowers at home. 



ELEMENTARY SCHOOLS OF TENNESSEE 253 

I 

PLAYS AND GAMES 

Play is as necessary to a child as work is to a man — he needs 
if for growth. It will not only help him physically, but games 
have a positive edu(ktional valne. The clumsy boy or girl who 
is slow to see, to hear, to observe and to act is transformed 
in a few weeks. The sense perceptions are quickened. He runs 
more easily, dodges ijiore effectively, sees the ball more quickly, 
handles himself witli less effort. Mind training and muscular 
training cannot be separated. 

Play teaches children team work. Boys who can play to- 
gether today can work together tomorrow. It also teaches 
fairness, for the first rule of the game is play on the square. 
It teaches respect for authority. He can never be a leader who 
cannot himself follow. . 

Dr. Woods Hutchinson says, "^^Etather a playground without 
a school than a school without a playground". 

We may not fully agree with Dr. Hutchinson, but will 
agree that every school should have a playground. 

A small sum of money is all that is needed to provide sand 
boxes, swings and see saws for the little children, and ball 
fields, tennis courts and horizontal bars for the older children. 
Much equipment can be made by the older boys and men of 
the community, while the necessary funds can be secured by 
plays and entertainments given at the school. No school that 
stands for service can afford to neglect this part of its equip- 
ment. 

The play period of the children should include gymnastics, 
marching and games. A definite program to suit local needs 
should be planned for the week. 

The teacher should spend a part of every recess period in 
supervising the play of the children. New games may be in- 
troduced each week. Be careful to see that every child is 
brought into the game. The older pupils may be taught to help 
the smaller ones in their games and may direct the play period 



254 COURSE OF STUDY' 

of the younger pupils at times when the teacher is busy with 
other duties. 

There is no more important hour in the program of the 
school day than the recess, or play hour. In a well organized 
school, the teacher will become a playground leader — not as 
an autocrat nor in a manner to cause her to lose her dignity, 
but rather as an interested and sympathetic companion whose 
presence is welcome because she always knows a "new game" 
and will be a just and efficient referee. The teacher should take 
care not to over supervise the play of the children so as to 
discourage individu.ality and enthusiasm. If the teacher is a 
careful observer she will soon know from getting on the grounds 
with the pupils just about how far it is wise to supervise the 
games of the children. 

FOR THE PRIMARY GRADES 

A sand pile is always enjoyed by the little children and the 
teacher of the rural school will find it very helpful when she 
must keep her attention on the little ones while the older pupils 
are reciting. Place the sand pile where it can be seen from the 
window and in the latter part of the forenoon and in the after- 
noon when the little ones get restless send them out to play 
in the sand rather than try to hold them in the schoolroom. 
Rivers, mountains, continents, etc., may be made in the sand 
])ile as a part of the primary geography work. Economy of 
space will be secured by enclosing the sand in a sort of box 
without bottom or cover. 

Swings are very popular, but need supervision to prevent 
accidents. If possible have three or four swings. Attach 
these to a frame about 12 feet high made of an iron pipe or 
wood. Be sure that these frames are firmly placed. 

On the playground of average size, try to have two or three 
see-saws. 



ELEMENTARY SCHOOLS OF TENNESSEE 255 

Some games for Primary Grades are 

Cat and Mouse Jack be Nimble 

Drop the Handkerchief Three Deep 

Jacob and Rachel Simple Tag Games 

Follow the Leader Have Yon Seen My Sheep 
Hill Dill Flying Dutchman 

Singing Games 

With the young children, particularly, the many singing 
games are popular. Some of the most popular are : 

London JBridge 

Did You Ever See A Lassie 

Mulberry Bush 

Looby Lou 

Farmer in The Dell 

Muffin Man 

For Intermediate and Grammar Grades. 
Equipment : 

Basket Ball Grounds and Outfit 
Volley Ball Outfit 
Jumping Standards aud Pit 
Horizontal Bar 
Tennis Court and Outfit 
Baseball Diamond and Field 

The amount of equipment will depend upon the space- or 
size of the playground. As a general rule place the apparatus 
at the sidf .of the grounds, leaving the center for free play. 

PoruLAR Games. 
Baseball 
Dodge Ball 
Centre Ball 
' Circle Ball 
Straddle Ball 



256 COURSE OF STUDY 

Tennis Duck on the Rock 

Relay Races Prisoner's Base 

Potato Race Three Deep 

Human Burden Race Jump the Shot 

Games for the School Room. 

When bad weather makes it unwise for children to play 
out of doors, play should be conducted indoors. If no play 
room or basement is available, the schoolroom can be used, 
the teacher supervising the games. 

The following games are suitable for playing indoors: 

Line Zig Zag. 

Have equal number of players in each row, alternate rows 
facing each other. Each player standing opposite the space 
between the two players facing him. Captain holds the bean 
bag and on the signal tosses it diagongilly across to the second 
player. Second player tosses it diagonally across, etc., the 
bean bag zigzagging down the line. When the last player 
receives it he starts it back in reverse order. The team wins 
whose captain first receives his bean bag. 

Blackboard Relay. 
Equal number of players in each row, seated. Piece of chalk 
on desk of last player in each row. On the signal last pllayer 
runs forward in the right aisle to the blackboard and writes 
his name, returning by the same aisle ;he places chalk on desk 
of child in front of him, and then takes his seat. Next to the 
last child runs, writes and returns, pltacing the chalk on desk 
of child in front of him. Each player in turn runs. Team fin- 
ishing first, wins. 

(Correlate with any subject — Spelling, Arithmetic problems, 
Geography or History). 

Four Quarters of Gi^obe. 

(Correlate with Geography) 

The leader states before game starts, whether the game 

shall be played with countries, states, rivers, or mountains. 

The game consists in the leader throwing a handkerchief at any 



ELEMENTARY SCHOOLS OF TENNESSEE 257 

cliild and calling the name of a coutinqnt, coimtry or state, 
tlie child answering with the name of a city, river, or mountain, 
in the country called, as may have been agreed on. The child 
must answer before the leader counts ten. If he answers in- 
correctly the leader goes on to some other child, but if he 
answers correctly he takes the place of leader. 

Descrii'tion of Sojie of the Ga:mes Mentioned. 

Simple Tag Games 

Japanese Tag : Plaj-ed like ordinary tag, except that the chaser 
must keep his left hand on the spot where he was tagged — 
hand, foot, head, etc. (Try to ta.^ person in spot that is hard 
to reach), 

Shadow Tag: Good for sunshiny day in winter. Chaser 
catches the players by stepping on their shadows. The one on 
whose shadow he steps is ''IT". 

Hill Dill 

The players are arranged on two equal sides behind i)arallel 
boundary lines drawn thirtj^ or forty feet apart. The one who 
is "IT" stands in the center between the two lines and calls 
out, ''Hill Dill, come over the hill." The players then exchange 
goals and as they run "It" tries to tag them. Any who are 
caught assist ''It" in tagging the others. 

Three Deep 

Group the plaj^ers in couples and form them in a circle 
all facing in. Select a player as runner and another as chases. 
The chaser tries to tag the runner who tries to escape by 
dodging in and out the circle. If the runner is not caught 
and is in danger, he may seek refuge by standing in front of 
some couple thus making ''Three Deep." The outermost 
player in the "Three Deep" line must now become runner and 
try to escape being tagged. If the chaser catches the runner 
the runner becomes the chaser — and the former chaser, the 



258 COURSE OF STUDY 

runner. This is a splendid game to develop alertness and 
quickness, for the rapid chauges are very uncertain. 

NOTE : These games are intended to be merely suggestive and 
are typical of the games given in the books listed 
feis ''Reference Books". 

Reference Books 

Bancroft, Jessie H. Games for Home, Playground and Gym- 
nasium. Macmillan Company, New York. 

State Department of Education : I'liaj' and Recreation, 
Richmond, Virginia. (15c) 

Moses, Irene Phillips: Rythmic Action Plays and Dances, 
( Singing Games). Milton Bradley Company. 

Cary, C. P. : Plays and Games for Schools, 
Madison, Wisconsin. 

Johnson, Geo. E. : Education by Plays and Games, 
Ginn & Co. 

Sj>aulding: Athletic Library, (a) Tennis Guide; (b) Volley 
Ball Guide; (c) Basket Ball Guide. 

Hofer: Singing Games, 

A. Flanagan Company. ' . 

Curtis : Education through Play, 

Macmillan Company, New York. 

Berea Normal School : Games for Rural Schools, 
Berea, Ky. (25c) 

Brown, Jno. Jr., M. D. : Outdoor Athletic Test for Boys, 
(Specially designed for rural schools). 
Association Press, 347 Madison Ave., N. Y. 

Schlafer, Geo. E. : Joy and Health Through Play,' 
U. S. Bureau of Education, Washington, D. C. 

The Playground (monthly magazine, |2.00 per year) 
1 Madison Ave., New York. - 

A course in Physical Training for the Graded Schools of Michi- 
gan, State Department of Education, Lansing, Mich. 
(35c) (very fine). 



ELEMENTARY SCHOOLS OF TENNESSEH 259 

PICTURE STUDY 

Children should become familiar with the world's great 
and beautiful pictures. Leaflets for picture study are pub- 
lished by several comjpanies. These give, in addition to the 
picture, a brief sketch of the artist, suggestive questions on 
the picture and suggested reading matter. The teacher will 
find these leaflets very helpful in planning the work on Pic- 
ture Study. Addresses of publishers of Picture Study Leaf- 
lets are given with other addresses in the back of this pam- 
phlet. 

Encourage the children to become widely acquainted with 
beautiful pictures and the artists who painted them. This 
work may be correlated with Language and Reading. 

Children may make collections of inexpensive copies of 
their favorite pictures, preserving them in scrapbooks. 

It is a good idea to secure an entire set of an artist's 
pictures from one of the companies furnishing inexpensive 
prints. Mount these on heavy cardboard, gray or brown, and 
place in tl^e school room where the pupils can see them every- 
day. The pictures will be discussed at odd times and the 
children will find out many interesting things about them. 
The language period for a day or two may be given to dis- 
cussing the artist and his work. This plan may be used for 
grades three, four and five. 

Interest aroused in the pictures and the artists may lead 
to further and more critical study later on by some of the 
pupils. 



260 COURSE OF STUDY 



BOOKS 

ADOPTED BY THE STATE TEXT BOOK COMMISSION 
FOR THE PUBLIC SCHOOLS OF TENNESSEE 

First Grade, 

Reading : 

Child's World Primer. 

Child's World First Reader. 

(Manual mil be supplied upon request). 

Supplementary Reader : 

Elson-Runkei Primer. 

Halliburton's Primer. 

Halliburton's First Eeader. 

Free & Treadwell's Primer. 

Free & Treadwell's First Peader. 

El son Reader, Book I. 

Story Hour Reader, Primer. 

Story Hour, First Reader. 

Carpenter's Stories Pictures Tell, Book I. 

Riverside Series Primer. 

Writing : 

Edmondson's Primary Book I and II combined. 
(Book in hands of teacher). 

Numbers : 

First Journeys in Cumberland. (Book in hands of 
teacher). 

Drawing : 

Practical Drawing, Book I. (In hands of teacher). 



ELEMENTARY SCHOOLS OF TENNESSEE 261 

Second Grade. 
Reading: 

Child's World Second Reader. 

Supplciiieiitary Reading: 

Hallibiiitou's Second Eeader. 

Free & Treadwell's Second Reader. 

Elson's Reader, Book II. 

Story Hour Reader, Book II. 

Carpenter's Stories Pictures Tell, Book II. • 

Riverside Series, Book II. 

Writing : 

Edmondson's Primary Books I and II, combin-'d. 
Drawing : 

Practical Drawing, Book I. 

Ninniers : 

Harris-Waldo, First Journeys in Numberland. 

Music : 

New Education Primary Melodies. 

Third Grade. 
Reading: 

Clnld-s World Third Reader. 

Supple in entary Reading : 

Halliburton's Third Reader. 

Free & Treadwell's Third Reader. 

Elson's Reader, Book III. 

Child's Book of the Teeth. 

Carpenter's Stories Pictures Tell, Book III. 

Storj- Hour Reader, Book III. 

Riverside Series, Book III. 



262 COURSE OF STUDY 

Spelling : 

Hunt's Progressive Speller. 

Writing : 

Edmondson's Books I and II combined. 

Drawing : 

Practical Drawing, Book II. 

Arithmetic : 

Wentworth-Smith's Essentials (Primary Book, Chap- 
, ter I). 

English : 

Jeschke's Beginners' Book in Language (Optional). 

Music : 

First Music Reader. 

Public School Song Book (Supplementary). 

Song Reader (Supplementary, for ungraded schools). 

Fourth Grade. 
Reading : 

Child's World Fourth Reader. 

Supplementary Reading : 

Fryer's, Our Home and Personal Duties. 

Riverside Series, Book IV. 

Carpenter's Stories Pictures Tell, Book IV. 

Halliburton's Fourth Reader. 

Free & Tread well's Fourth Reader. 

Elson's Reader, Book IV. 

Carpenter's Around the World with the Children. 

Spelling : 

Hunt's Progressive Speller. ' 

Writing : 

Edmondson's Book III. 



ELEMENTARY SCHOOLS OF TENNESSEE^ 263 

Drawing : 

Practical Drawing Book III. 

Arithmetic : 

Wentworth-Smitli's Essentials Primaiy Book. 

English : 

Sandford, Brown & Smith's Modern Course, Book I. 

Geography : 

Brigham & McFarlane, Book I. 

MuS'ic : 

First Music Reader. 

The Public School Song Book (Supplementary). 

Song Reader ( Supplementaiy, for ungraded schools). 

Fifth Grade. 
History : 

Mace's Elementary U. S. History. 

Reading: 

Riverside Reader, Book V. 

Supplementary Reading: 

Child's World, Book V. 
Cowles' The Robinson Crusoe Reader. 
Terry's History Stories of Other Lands. 
Halliburton's Fifth Reader. 
Elson's Reader, Book V. 
Miles' Our Southern Birds. 
Free & Treadwell's Fifth Reader. 
Carpenter's Stories Pictures Tell, Book V. 
Fryer's Our Town and Civic Duties. 
Kinne-Cooley, Clothing and Health. 
Van Gfilder's Course of Study and Suggestions for 
Picture Study. 



264 ■ COURSE OF STUDY 

Spelling: 

Hunt's Piogressive Speller. 

Writing: 

Edmondson's Book III. 

Draioing : 

Practical Drawing, Book IV. 

Hygiene : 

Eitcliie & Caldweirs New Primer of Hygiene. 

Arithmetic : 

Wentwortli -Smith's Essentials Grammar School Book. 

English : 

Sandford, Brown & Smith's Modern Oonrse, Book I. 

Geography : 

Brigham & McFarlane, Book I. 

Music : 

' Intermediate Song Reader. 

The Public School Song Book (Supplementary). 
Song Reader (Supplementary, for ungraded schools. 

Dictionary : 

Webster's Elementary. 

Sixth Grade, 

Reading : 

Riverside Reader, Book VL 

Supplementary Reading : 

Mace & Tanner, Stoiv of Old Europe and Young 

America. 
Gordy's American Beginnings in Europe. 
Corney & Borland, Great Deeds of Great Men. 
Southworth's A First Book in American History with 
European Beginnings. 



ELEMENTARY SCHOOLS OF TENNESSEE 265 

Hall's Our Ancestors in Europe. 

Pricliaid & Turkington^ Stories of Thrift for Young 

Americans. 
Elson's Sixth Keader. 
Literary AVorld, Book VI. 
Car])enter's Stories Pictures Tell, Book VI. 
Food and Health. 

History : 

McGee's Tennessee History. 

Spelling : 

Hunt's Progressive Speller. 

Writing : 

Edniondson's Book III. 

Drawing : 

Practical l^rawing. Book V. 

Arithmetic: ' 

Wentworth-Smith's Grammar School. 
Weidenliamer's Mental Arithmetic. 

English : \, 

Sandlord, Brown & Smith's Modern Course, Book II. 

Geography : 

Brigham & McFarlane, Book 11. 

Physiology : 

Ritchie's New Primer of Sanitation and Physiology. 

Music : 

Intermediate Song Eeader. 

The Public School Song Book. (Supplementary). 

Dictionary : 

Webster's Elementary. 



266 COURSE OF STUDY 

Seventh Grade. 
History : 

Thompson's History of the United States. 

Reading : 

Elson's Keader, Grammar School No. 3. 

Supplementary Reading: 

Riverside Series, Book VII. 

Home and the Family. 

Watson's Golden Deeds on the Field of Honor. 

Horton's A Group of Famous Women. 

Lest We Forget. 

Winning a Cause. 

Literary AYorld, Book VII. 

Carpenter's Stories Pictures Tell, Book VII. 

Warren's Stories from English History. 

Pratt's America's Story of America's Children, 

Book V. 
Thompson & Bigwood's World War Stories. 

Spelling : 

Hunt's Progressive Speller. 

Writing : 

Edmondson's Book III. 

Drawing : 

Practical Drawing, Book VI. 

Arithmetic : 

Went worth- Smith's Grammar School. 
Weidenhamer's Mental Arithmetic. 

English : 

Sandford, Brown & Smith's Modern Course, Book II. 

Geography : 

Brigham & McFarlane, Book II. 



ELEMENTARY SCHOOLS OF TENNESSEE 267 

Physiology : 

Ritchie's New Primer of Sauitation and Physiology. 

Music : 

Public School Song Book (Supplementary). 

Junior Laurel Songs. 

Song Eeader (Supplementary, for ungraded schools). 

Dictionary : 

Webster's Elementary. 

Eighth Grade. 
History : 

Thompson's Histor^^ of the United States. 

Civics : 

Dunn's The Community and the Citizen. 

Reading: 

Elson's Reader, Grammar No. 4. 

Supplementary Reading: 

The Spirit of Democracy. 

Carpenter's Stories Pictures Tell, Book VIII. 

Literary World, Book VIIL 

Payne's Southern Literary Readings. 

Riverside Series, Eighth Reader. 

Writing : 

Edmondson's Book III. ' 

Drawing : 

Practical Drawing, Book VIL 

Arithmetic: 

Wentworth-Smith's Grammar School. 
Weidenhamer's Mental Arithmetic. 



268 COURSE OF STUDY 

English : 

Sandford, Brown & Smith's Modern Course, Book II. 

Geography : 

Brigham & McFarlane, Book II. 

Agriculture : 

Duggar's Agriculture for Southern Schools. 
Bralliar's Knowing Insects Through Story. 
Clark's Introduction to Science (Optional). 

Music : 

The Public School Song Book (Supplementary). 

Junior Laurel Songs. 

Fifty-Five Community Songs (Supplementary). 

Song Eeader (Supplementary, for ungraded schools). 

Dictionary : 

Webster's. 



ELEMENTARY SCHOOLS OF TENNESSEE 269 



AVAILABLE MATERIAL FOR SCHOOLS 

Below is given the addresses and descriptions of material 
which may be had for schools for the asking: 

International Harvester Company, Agricultural Extension De- 
partment, Chicago, 111., Material for teaching Agricul- 
ture. 

Southern Pine Association, New Orleans, Louisiana, 

Booklets on Manual Training and handy farm devices. 

U. S. Department of Agriculture, States Relation Service, 
Washington, D. C. 

List of available materials for teachers. 

U. S. Department of Agriculture, Division of Publications, 
Washington, D. C. 

Bulletins on Agriculture. 

U. S. Bureau of Education, Washington, D. C. 
Bulletins on Education. 

Dept. of Labor, Child Division, Washington, D. C. 
Bulletins on Children. 

Bureau of Health, Washington, D. C. 
Bulletins on Health. 

William Cooper & Nephews, Chicago, 111., 
Pictures of Sheep. 

Wilson & Company, Kansas City, Missouri, 
Diagrams showing cuts of meat. 

Smithsonian Institute, Washington, D. C. 
Books on Scientific Research. 

Massachusetts Agricultural College, Amhurst, Mass., 
Bulletins on Community Organization. 



270 COURSE OF STUDY 

Playground & Kecreation Association of America, 1 Madison 
Ave., New York, 

Write for list of publications. 

University of Tennessee, Extension Department, Knoxville, 

Bulletins about farm problems and Home Economics. 

State Department of Agriculture, Nashville, 

Map of Tennessee, Facts about Tennessee, Tennessee 
Agriculture. 

State Board of Health, Nashville, 
Bulletins on Health work. 



ELEMENTARY SCHOOLS OF TENNESSEE 27] 



SOME USEFUL ADDRESSES 

Pictures and Picture Study. 
Perry Pictures Compauy, Maiden, Massachusetts. 
Geo. P. Brown & Company, 38 Lovett St., Beverly, Mass. 
Cosmos Picture Company, New York. 

Studies of Famous Pictures, C. M. Parker, Taylorville, III. 
Elson Prints, A. W. Elson Company, 146 Oliver St., Boston, 

Mass. 
Turner Picture Studies, Horace K. Turner Company, New- 
ton Center, Boston. 

Casts and Statuary. 
P. P. Caproni & Brother, Boston. 
C. Hennecke Co., Milwaukee, Wis. 

School Supplies. 
Milton Bradley Co., Atlanta, Ga. 
A, Flanagan Company, 521 Wabash Ave., Chicago. 
J. S. Latta Company, Cedar Falls, Iowa. 

Educational Journals. 
Normal Instructor and Primary Plans, F. A. Owen Pub. 

Co.. Dansville, N. Y. 
Primary Education, Primary Education Co., 50 Bromfleld 

St., Boston. 
The Progressive Teacher, Morristown, Tenn. 
The Playground, Playground & Recreation Asso. of America, 

1 Madison Ave., N. Y. 
Story Tellers Magazine, 27 W. 23rd St., New York. 

Penu}^ Classics. 
Claude J. Bell, Nashville, Tenn. 

Five-Cent Classics. 
Educational Publishing Company, Chicago, 111. 



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